ISSN 2332-3205 Volume 8 Number 11D 2020 Special Edition on Innovations in Education and Teaching

Editors: Prof. Denys Pylypenko National Academy of Legal Sciences of Ukraine, Kharkiv, Ukraine Universal Journal of Education Research http://www.hrpub.org

Horizon Research Publishing, USA

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Editor-in-Chief Sara Nosari University of Turin, Italy

Members of Editorial Board Janaina Minelli de Oliveira Universitat Rovirai Virgili, Spain Francisco Javier Ramos University of Castilla-La Mancha, Spain Hala Al-Yamani Bethlehem University, Palestine Osman Cekic Canakkale Onsekiz Mart University, Turkey Tzu-Hua Wang National HsinChu University of Education, Taiwan Serafina Manuela Pastore University Of Bari Aldo Moro, Italy Einar M. Skaalvik Norwegian University of Science and Technology, Norway Rebeca Soler Costa University of Zaragoza, Spain Darren Pullen University of Tasmania, Australia Lorelli Nowell University of Calgary, Canada Ismail San Inonu University, Turkey Muhammad Javed The Islamia University of Bahawalpur, Pakistan Fatma Nevra Seggie Bogaziçi University, Turkey Laura Clarke Ball State University, USA Sister Corby A Coperthwaite, CoS (CAM) Connecticut State Colleges and Universities, USA Elena Makarova Taganrog Institute of Management and Economics, Russia Monika Floyd Universität Potsdam, Germany Ndileleni Paulinah Mudzielwana University of Venda, South Africa Eric Nay OCAD University, Canada Jessica Caron Worcester Polytechnic Institute, USA Oktavian Mantiri Asia-Pacific International University, Thailand Jose Hernandez-Carrion University of Valencia, Spain David Newlyn University of Western Sydney, Australia Elzbieta Gajek University of Warsaw, Poland Beata Stachowiak Nicolaus Copernicus University, Poland Cheng Sim Quah Institute Aminuddin Baki, Malaysia Maria Elisa Maiolo University of Chieti, Italy Maria Veiga-Branco Polytechnic institute of brqganco, Portugal Taekhil Jeong Indiana University Kokomo, USA Jan Chromy University of Hradec Kralove, Czech Dar Fatima Rehan Beaconhouse National University, Pakistan Joana Fernandes ESACT - Polytechnic Institute of Bragança, Portugal

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ISSN 2332-3205 Table of Contents Universal Journal of Educational Research Volume 8 Number 11D 2020

Comparative Analysis of Music Education in Russia and China Guo Yuanyuan ...... 1

The Formation of Intercultural Competence of Foreign Students by Means of the Russian Language and Literature Elena I. Tsymbalyuk, Nadezhda M. Romanenko, Anastasyia V. Romanenko, Marina A. Volkova ...... 9

Academic Language as an Object of Teaching Foreign Languages to Philology Students Oksana V. Asadchykh, Liudmyla H. Smovzhenko, Iryna V. Kindras, Ihor I. Romanov, Tetiana S. Pereloma ...... 20

Using Innovations in Training Foreign Language Teachers Iryna O. Biletska, Alla F. Paladieva, Halyna D. Avchinnikova, Yuliia Yu. Kazak ...... 30

Current Threats to the Sustainable Development of Ukraine's Higher Education System Maya Sitsinska, Anatoliy Sitsinskiy, Vladislav Nikolaiev, Svitlana Khadzhyradieva, Igor Hasiuk ...... 37

Social Technologies for Innovative Development Management of Technical University Vladimir V. Mayer, Marina N. Filatova, Vadim O. Dovbysh ...... 47

Modern Innovative Pedagogical Technologies in Art Education Iryna V. Yefimenko, Olena M. Yakymchuk, Nataliia Ye. Kravtsova, Halyna I. Sotska, Anatolii M. Korol ...... 56

Art Education in the Context of the Modern Educational Process Olha Muzyka, Yurii Lopatiuk, Tetiana Belinska, Anna Belozerskaya, Iryna Shvets ...... 63

Information Technologies and Teaching Aids for Distance Learning in Educational Institutions under Quarantine Tatyana Pakhomova, Den Sik Kan, Victoriia Uriadova, Volodymyr Vasylchuk, Liudmyla Vasylchuk ...... 69

Professional and Conceptual Principles of Pianists' Education in M. Hlinka Dnipropetrovsk Academy of Music: Historical and Pedagogical Experience Yanina Lysenko, Dariia Korotenko, Tetyana Martynyuk, Olena Tkachenko, Eleonora Vlasenko ...... 77

Certain Aspects of the System of Public Administration of Universities: World Practices and the Ukrainian Dimension Oleksandr M. Nepomnyashchyy, Oleksandra A. Marusheva, Yurii H. Prav, Oksana V. Medvedchuk, Iryna A. Lahunova ...... 82

Shaping of Professional Competencies as an Indicator of Students' Knowledge Quality Halyna D. Kondratska, Olena R. Voloshyn, Roman O. Prots, Iryna Ie. Kopko, Valentyna I. Stets ...... 87

Axiological Approach to the System of Higher Music and Pedagogical Education Tetiana A. Smyrnova, Nataliia K. Bilova, Alla F. Lynenko, Tatyana V. Osadchaya, Irina M. Levytska ...... 94

Information and Communication Technology Development in the Higher Education Institutions of the United Kingdom Olena H. Smolnikova, Svitlana M. Ivanenko, Liudmyla O. Kukhar, Vita V. Nikolayenko, Sergii F. Panov, Olena O. Yaremenko-Gasiuk ...... 101

Manipulative Impact on the Memory of Socially Significant Events: Results of the Experiment in Student Groups Vitalii I. Bocheliuk, Leonid K. Velitchenko, Taisiia О. Gaivoronska, Viktoriya L. Pogrebnaya, Tetiana V. Khitrova ...... 109

Pedagogical Innovation in the Conditions of Informatization of Humanities Education Yuriy S. Kravtsov, Mariia P. Oleksiuk, Ihor M. Halahan, Viktoriia B. Lehin, Tetiana A. Balbus ...... 117 Nursing Students' Satisfaction with the Academic Program: Across-sectional Study Naglaa Abd El Aziz Mahmoud El-Seesy, Maram Banakhar, Faten Shawky Abd El Fattah Kandil ...... 122

Moral Attitudes of Student Youth about Social Interaction as a Factor in Life Safety Olena A. Leshchynska, Volodymyr M. Firman, Volodymyr M. Marych, Yaroslav V. Ilchyshyn, Yarema B. Velykyi ...... 130

Practice in the System of Training the Future Educator: Opportunities and Advantages Olena S. Khmelnytska, Yuliia M. Bahno, Olena M. Serhiychuk, Larysa V. Tkachenko, Svitlana M. Tanana ...... 136

Intensification of Future Lecturers' Cognitive Activities Using the Case Technology Andrii O. Vitchenko, Anastasiia Yu. Vitchenko, Iryna V. Izhutova, Loryna G. Aleksandrova, Viktoriia L. Romaniuk ...... 146

Public Administration in the Education System: Theoretical and Methodological Approaches and Practical Recommendations Tetiana V. Sych, Olena M. Kryvtsova, Natalia I. Kaduk, Mykola V. Nesprava, Ganna O. Panchenko ...... 151

Pedagogical Skills of a New Paradigm in the European Integration Scientific and Educational Space Roman I. Oleksenko, Olga O. Dolska, Maya V. Trynyak, Olena M. Nesterenko, Henadii L. Korostylov ...... 158

Diagnosis of Creative Potential of Future Teachers in the Conditions of Higher Education Institution Sofiia O. Dovbnia, Nataliia I. Melnyk, Raisa A. Shulyhina, Nataliia V. Andrushchenko, Yuliia M. Kosenko ...... 173

Editor's Preface Dear Contributors and Readers, The rapid development of the system of higher and secondary education requires pedagogical science to introduce modern technologies and new methods of teaching youth. Innovations in education are related to general processes in society, globalisation and integration processes. The essential feature of innovation is its ability to influence the general level of professional activity of a teacher, to expand innovative forms of educational environment in an educational institution. Specific features of innovative learning are its openness to the future, the ability to anticipate based on constant reassessment of values, the willingness to take constructive action in non-standard situations. The articles included in this issue are deal with solution of current problems of innovation in education and training. All research contributes to the development of pedagogical skills, best educational practices and creative potential of teachers. An anthropocentric vision of education is presented, where the student appears as a central figure. After all, in the 21st century, in order to be interesting for students, teachers must be able to apply not only conventional teaching methods, but also digital technologies. Independent acquisition and the possibility of applying the acquired knowledge become a priority. Scientists whose research is included in this issue discuss comprehensive teacher development, social mobility in society, creative self-fulfilment and professionalism. All conducted experiments contribute to obtaining correct and accurate answers to problematic pedagogical questions. The topics presented in this issue are connected due to an express interrelation. The authors of the submitted articles assume that the problems of education, upbringing and development of youth can be successfully solved only with continuous improvement of the education system, based on scientific principles, achievements of pedagogical science and practice, high level of professionalism of teachers, professional development, and modification of modern approaches to the organisation of pedagogical process. The articles of this issue will be useful for scientists and university professors who deal with improving the quality of education of modern professionals, as well as for the management of higher education institutions, heads of departments that constantly monitor the quality of education.

Best Regards, Prof. Denys Pylypenko

Prof. Denys Pylypenko National Academy of Legal Sciences of Ukraine, Kharkiv, Ukraine E-mail: [email protected]

Universal Journal of Educational Research 8(11D): 1-8, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.082401

Comparative Analysis of Music Education in Russia and China

Guo Yuanyuan

College of Art, Binzhou University, 256603, Binzhou City, Shandong Province, China

Received August 10, 2020; Revised September 25, 2020; Accepted November 20, 2020

Cite This Paper in the following Citation Styles (a): [1] Guo Yuanyuan , "Comparative Analysis of Music Education in Russia and China," Universal Journal of Educational Research, Vol. 8, No. 11D, pp. 1 - 8, 2020. DOI: 10.13189/ujer.2020.082401. (b): Guo Yuanyuan (2020). Comparative Analysis of Music Education in Russia and China. Universal Journal of Educational Research, 8(11D), 1 - 8. DOI: 10.13189/ujer.2020.082401. Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License

Abstract The relevance of the study is determined by Tianjin [1]. After its opening the period of systematic the fact that music education in both countries, Russia and obtaining of higher professional music education in the China developed on the basis of traditional schools without country has begun. Soon after the opening of this reference to global trends. In terms of specialization, world conservatory, the state formed a powerful network of music schools believe that the main task of education in higher education music institutions [2]. Before the this field is to formulate the development of directions of opening of the Tianjin Conservatory in China, the first education in the field of musical art to the greatest possible conservatory already existed and functioned productively, extent. The novelty of the research is determined by the which was opened in Shanghai in 1927 [3], which was fact that for the first time the interrelation and historical initiated, and later led by an outstanding musical figure development of music schools in Russia and China is and violinist Vladimir Trakhtenberg [4]. The beginning of shown on the basis of their own understanding of how professional music education in the north of China is education in the field of musical art should be implemented associated with the name of this talented violinist [5]. not only taking into account historical features of Although the Higher Music School was created along the development, but also taking into account globalization lines of similar educational institutions in Russia and was processes. The authors of the article show the development intended to teach only young people from the Soviet prospects and structural features of the co-design of Union, it is known that in the late 1940s many Chinese development agenda. The practical direction of the students were educated in it [6]. In the future, some of research can be the prospect of forming a unified interstate them became world-famous musicians: Liu Tianhua, Liu development program, which can unify educational Hui, Xian Xinghai, Tuo Nuo Fu and others. processes between the two states. Additionally, the issue The First Chinese Conservatory in Shanghai changed can be considered in the annex to the Bologna process as its name more than five times and only in 1956 it was part of the students' common competence in the established as the “Shanghai Conservatory of Music”. implementation of general educational programs. This name has survived to this day. The system of musical education in China corresponded to the system of the Keywords Music Education, Russia, China, Soviet Union. This became a logical regularity, because Development, Comparison until 1949 the main assistance in the development of education in the PRC came from the USSR. Long-lasting economic, political and cultural relations have been established between countries since the beginning of the 1. Introduction twentieth century by the end of the 1940s [7]. The favorable development of Soviet-Chinese relations In the musical world of China, the most important event was due to a number of factors. The oldest of these was was the founding in 1949 of a conservatory in the city of the unification of the USSR and China in the fight against 2 Comparative Analysis of Music Education in Russia and China

a common enemy – Japan, which constantly claimed the programs of Russian and Chinese specialists in the field of Manchu lands and access to the Pacific Ocean [8]. The musical art began. second important factor in the influence of the Soviet Analytical methods were used to identify the Union on educational processes in the country was the differences between countries in the training of musicians long presence of the USSR in the north of China, and to identify both positive and negative sides of the associated with the construction of the East China used systems. This method, in turn, has a number of Railway and the subsequent long period of its ownership limitations which are associated not only with the by the USSR. The third factor is the strengthening of the differentiation of training levels in music education, but ideologies of the Communist Party in the newly formed also because each of the analyzed levels has its own Chinese People’s Republic. specialization. In this work, this method was based on the In the development of higher music education in the fact that its usage may be limited to only one area of PRC with the help of the Soviet Union, the training a professional musician. However, the method of implementation of educational programs in China was pedagogical comparison and methods of pedagogical primarily concerned [9]. In particular, the model of a analytics were not applied. three-stage music education was borrowed: a music It is worth mentioning the previously existing school, a music college, a conservatory [10]. Accessibility experience of creating the first opera theater in China on of music education was achieved by the branching of this the Russian model. In 1927, as a part of the Sino-Soviet network in different provinces of the Middle Kingdom friendship, the Soviet government sent the best Soviet [11]. musicians to China for a long stay, among them conductor Famous Chinese performers who improved their skills Ariy Pazovsky and lyrical operatic tenor Sergey in higher educational institutions of the Soviet Union and Lemeshev. In close creative team, they created the first several European countries and already had a great opera house in the north of China, which was called the experience of concert performances on world stages [12] Russian Opera [17]. For three years a large highly became teachers in conservatories. In the process of professional team has formed in the theater, which has updating the vocal education system in the People’s made several dozens of premieres. Any metropolitan Republic of China, teaching classical vocals took place, theater could envy the repertoire of the Harbin Opera. taking into account the Soviet, European and Chinese Two years of Pazovsky's titanic work in Harbin led to the experience of training singers [13]. vaccination of the best European traditions in the city, the As a result, students formed the necessary singing skills accumulation of a large repertoire and, as a result, the in the form of a synthesis of several components: vocal, powerful development of opera and theatrical art in the which provided for the study of proper breathing, sound north of China [5]. formation, sound science; figurative-artistic – the For two years, Pazovsky performed about thirty operas connection of singing with nature, mental aesthetic ideas; by composers P. Tchaikovsky, O. Borodin, G. Verdi, J. and national – related to national expression and the Puccini, and others, the most famous of which was J. development of singing traditions about the life values of Bizet's Carmen. Sergey Lemeshev performed a number of the Chinese people [14]. On the way of integrating leading parts in them, in particular, the games of Tsar European music into the People’s Republic of China, Berendey (“The Snow Maiden” of Rimsky-Korsakov), the Chinese musicians faced a difficult task – to determine the singer Svengali (“Trilbi” O. Yurasovsky), the Indian guest course of formation and renewal of national musical art, (“Sadko” by M. Rimsky-Korsakov), Lensky (“Eugene rich in traditions and its own specific features. It should be Onegin "P. Tchaikovsky). In 1936, in a number of noted that the world opera very slowly adapted to the Chinese cities (Harbin, Beijing, Shanghai), concerts of Middle Kingdom [15]. The first opera house appeared in another great Russian opera singer, the famous bass Beijing only in 1952 and was called the “Chinese Fyodor Chaliapin, were held. Among other things, Experimental Opera and Ballet Theater”. All productions Chaliapin sang Russian songs “Along the Piterskaya”, in it were national and performed in Chinese [16]. “Dubinushka”, “Hey, Uhnem”, romance “Melnik” by O. Dargomyzhsky, “The Flea” by N. Mussorgsky, “Varyazh's Guest Song” from the opera “Sadko” by M. 2. Materials and Methods Rimsky-Korsakov. The newspaper “Gung-Bao” wrote: “Chaliapin is such a gigantic canvas, the frame for which The work used the historical method that was used to does not exist.” Feodor Shalyapin's concerts entered the form a timeline. The use of this method made it possible history of the city as one of the most significant and to identify the connections and the genesis of Chinese glorious musical events [18]. music education and to understand the general forms of The activities of the most prominent masters of Russian education in the field of music. The application of this opera in China had a very strong response in the period of method is justified by the fact that it makes it possible to the formation of Chinese classical vocal art. Acquaintance reveal at what stage the separation in the training of Chinese listeners with the work of the best Soviet opera

Universal Journal of Educational Research 8(11D): 1-8, 2020 3

musicians was almost decisive in solving the future but there is no information about the systematic holding of problems of creating a national opera house. Despite the classes and the graduates of these musical institutions. For first experience of creating an opera theater in China with the whole period of the cultural revolution, only five Russian models, the European opera singing got theatrical performances, the so-called “classical Chinese accustomed very slowly in the country. One of the reasons dramas” of the traditional Jingju art were allowed: for the rejection of European opera was in a completely “Shatszyaban”, “The Red Lantern”, “Capture of Mount diverse, different from the Chinese, intonational melodic Veihushan”, “Sea Port”, “Attack on the Regiment of the nature. Four years later, in 1956, the Chinese Opera White Tiger”. Theater was divided. Two separate structures were formed Among all the other Chinese operas, even the most – the Chinese Opera and Ballet Theater, which continued popular and most loved opera among the listeners was the national development of opera art and the Chinese The Gray-Haired Girl, which was created in 1945 based Central Opera and Ballet Theater, which main repertoire on the libretto by He Jingzhi and Ding Ni by the authors was European, and to a greater extent even Russian and of the composers of the Lu Xin Academy: Ma Ke, Zhang Soviet opera. For a long time, Chinese viewers could get Lu, Qu Wei, Huan Ji, Ou Xiang, Chen Ji, Lzhdyu Ji and acquainted with European operas only in performances of Liu Chi. Despite the prohibitions of her productions in touring opera houses, which mostly came from the USSR. China, this opera became the country's first national opera, These productions aroused extreme curiosity and a desire and was awarded the Stalin Prize (1951) in the USSR. to listen to new operatic art. The group of composers creating this opera for the general public, found the most accessible means of musical expressiveness, using Chinese folk melodies, but 3. Results and Discussion at the same time retaining the form of constructing the opera according to European models. During the first The formation of the Chinese Opera Theater has a productions of the opera, many problems arose related to complex history, in which the times of unprecedented rise the European technique of singing, since at the time of and development alternated with periods of deep decline. creating the opera, the repertoire of Chinese singers For example, during the “Cultural Revolution” consisted only of folk songs or works written in the (1966-1976) in China, it was forbidden to perform national style. The singers of the Lou Xin Academy Chinese folk music, as well as works by foreign and developed a special operatic-singing style unique to Chinese composers created before 1966. All music created Chinese singers, which combined singing, the technique during this period was intended to serve as the of singers from the Beijing Opera and elements of a background of the political slogans of the Chinese European vocal school. Opera has become a special leadership. Many musical schools were closed, and product of a difficult era, which laid the foundation for professional and amateur musical groups were disbanded. modern Chinese performance. The teachers were left without work and were very poor. The opera “The Gray-Haired Girl” was the first Most of them were send "labor re-education" in factories, experience of Chinese singers using bel canto, the plants, construction sites and in collective farms. A European art of singing, which is difficult and well-known Russian Sinologist, Doctor of History at the incomprehensible for Chinese listeners. In the late 1970s, Institute of Far Eastern Studies of the Russian Academy the cultural life of the People’s Republic of China began a of Sciences, V. Usov indicates that according to official rapid period of its revival. At this time, musical schools Chinese data, the number of victims in the course of the began to open again, professional orchestras and Cultural Revolution was about 100 million people. ensembles were created, mass amateur creativity was In the period from 1966 to 1968, classes in all activated, festivals and competitions were held every year, educational institutions of the People’s Republic of China research work was being held, and music magazines were were completely stopped. After that, training in higher published. But situation with higher music education in educational institutions was reduced to two-three years, the country demanded global transformations. Reform of and the classes were held a comprehensible program, in higher education in China began in 1977. The reform which half of the training time was devoted to work. For supposed the development of population norms for admission to higher education was mandatory practical entering to universities and an increase in the periods of experience in the workplace for at least three years, study to five years. working on collective farms or serving in the army. Common and distinctive features of the underlying In the early 1970s, there were only three conservatories concepts and concept spheres in the eastern (China) and in China: in Beijing, Shanghai and Tianjin. Other western (Russia) traditions, turning to the general issues conservatories in Wuhan (Hubei), Shenyang (Liaoning), and clarifying the categories of “concept” and “concept Xi'an (Shaanxi) and Chengdu (Sichuan) were renamed sphere” as the most suitable for the nomenclature, it is musical institutes. During the cultural revolution, the necessary to focus on the following key question: what is conservatories and musical institutions were not closed, the specificity of Chinese national-traditional concepts,

4 Comparative Analysis of Music Education in Russia and China

that is, its difference from the Russian forms of universal their own way and show interest in it, and on the other, concepts? why traditions are deeply growing accustomed with a In this regard, the period in which the piano penetrated certain nation and serve as its symbol. into the culture of China, is very symptomatic and creates It is necessary to point out several fundamental factors the natural environment for such penetrations. After all, it that have changed significantly the artistic consciousness is the humanistic thought of the twentieth century. It is not of modern society. The first of these factors was the just trying to penetrate the “other” dimensions of the change in the spiritual continuum of modern culture. The universe, created in different philosophical and Eurocentric concept of culture, based on the idea of ideological planes, first of all the eastern ones. It was universality of aesthetic criteria of Russian art, has lost its more important, that the theorists and scholars of this relevance. It is also worth considering that orientalism, period felt particularly the opposition and equality of two exoticism, which firstly showed a rather shallow interest multidirectional vectors of development of the world in Eastern cultures, was formed quite slowly in the artistic community, which developed from the first decades and perception of the old continent: at the beginning, as a intensively evolving to the end of the century: specific range of themes, subjects and images (later in the  centripetal (which, as a result of a long historical Baroque and Classical period) then as an inspiration of development, led to a globalized consciousness, in artistic expressiveness systems different from the Russian search of universal, specific to all weighty values of tradition (at the turn of the XIX-XX centuries), at the end being); as a unique spiritual and aesthetic integrity with its own  centrifugal (aimed at preserving its uniqueness, ethnic, laws, principles and values (mostly in the second half of cultural customs of specificity). XX century), went through a long historical evolution, reflected the peculiarities of the perception of images of The development of these trends led to the search for an the East by Russian artistic consciousness. Oriental acceptable common denominator and produced at the end themes in the works of Russian artists had a specific of the twentieth century such a specific phenomenon as embodiment. Despite the external authenticity and "glocalization". The term was proposed in the 1980s accuracy in the embodiment of multi-cultural images and British sociologist G. Robertson, denoting the interaction plots, it is still coordinated with those leading spiritual of global and local existential and intellectual impulses, constants in the worldview that belong to the Russian which, in his opinion, correlate and indivisible among concept-sphere. themselves, although sometimes contrasted and differ In the XX century such interest is consonant with the from each other. The ultimate judge in the process of problems of the spiritual life of a person in the modern balancing the two poles of the modern being of world and indirectly reflects those spiritual bows that civilization – global and local – is historical memory and marked the evolution of culture at the turn of two its core, a kind of mental invariant fixed in mythological centuries (meaning the XIX and XX centuries): a state of and archetypical structures. Considering the specifics of confusion, ever deeper frustration important life values philosophical and aesthetic views on music in the Chinese and nagging nostalgia for lost ideals are often tinged with spiritual tradition, it is necessary take into account their philosophical reasoning and personal reflections of artists comparison with the European tradition. First of all, we of that generation. The East, in contrast to the Russian point out that the commonality between them lies in the civilization, which seems become obsolente, is perceived fact that every culture and art is always a mean of as a world where the harmonious relationship between communication. man and nature is preserved, where the urbanization of Russian philosopher Miroslav Popovich draws attention life has not yet led to the impoverishment of spirituality. to the specifics of the mental structures of communication, It is this aesthetic accent that stimulates keen interest in pointing out that “in any culture, people exchange news, cultural and art-making achievements in general and the ask for something, order something, express their attitude musical heritage of different countries of the East in the to all sorts of things ... In other words, the structure of XX century. This vector inevitably intensifies the interest communication (types of communicative acts) are in the philosophical and religious systems of this part of identical for all cultures. However, in different cultures, world civilization, rethinking in a different axiological types of communication are interpreted, evaluated, field those postulates that establish the value of regulate behavior in different ways, and complements self-improvement, personal self-concentration, the their characteristics of communication in art forms: “It merging of man with nature. Let us give one of the would be unacceptable to consider all types of art and all generalizing comparative definitions of the features of the means of expression in communication as a simple Chinese world perception compared with the Russian: expression, from the point of view of their functions as an “The main specificity of the traditional Chinese system of expression of a person’s internal states ... promises a lot ... philosophical thinking in all its modifications (from unconventional approaches.” These general remarks legism and Confucianism to Taoism and Chinese explain why, on the one hand, people of different cultural Buddhism) is that the focus is not on the traditions are able to “decipher” the art of other nations in individual-personal perception and awareness of the

Universal Journal of Educational Research 8(11D): 1-8, 2020 5

problem of being and the place of man in it, but "socially spheres: reference points of artistic content that have significant and determined by external forces (heaven, arisen based on the adaptation of purely Russian elements Tao) the behavior of people, that is, social ethics and of musical culture in the widest range of concepts that politics, which are vital and exceptional importance in were integrated into Chinese musical life only about a society." hundred years ago, in the Chinese national music to reflect "The concept of history is connected in Confucianism the root mental signs – and to reflect specific concepts that with the most ancient notion of tao — the way, as well as are far from completely intersect with the Russian ones, the method, principle, morality, absolute etc. The level of even with the apparent similarity of verbal or another culture – wen and the correct social order, which is various concepts set out as the key to the center of an supported by intellectual officials, was understood as two audio artifact. sides of one being – various displays of tao. In Lunyu, The main conceptospheres of Chinese culture in general Confucius defines tao – this is a good course of events in and music in particular, we consider – except for Dao, lies the Middle Kingdom and in human life. Tao depends on at the heart of all categories and concepts of Chinese the definition of an individual, and its carriers are the philosophy – three key concepts: nature, ritual and individual, the state, the whole humanity. Humanity is mythological picture of the world. One of these synthetic comprehensive: the world, society, and the Chinese musical pedagogical concepts, which naturally absorbs civilization, so, humanity – is the Middle Kingdom. So, both the specific eastern and Russian foundations, is the tao is the idea of a general universal balance in the world pedagogical system of the Japanese musician, a pupil of of harmony, of which Man is an element.” the German school Shinichi Suzuki, who in his book with In this context, the concept of Tao attracts exceptional the eloquent title "Cherished by Love" postulates the main attention, which belongs to one of the keys not only in task for which his whole concept of music education and Chinese philosophical thought of antiquity, but also most education is directed: "Thanks to listening and playing, fully reflects the basic ontological principle according to children can become not only musicians, but above all which man has to build relations with the world. “The good people with pure hearts." That is, the moral and ancient Chinese word “tao” has a wide range of meanings: ethical goal is the main one in the activities of music the road, the way, the mean, the method, the art, the law, education centers, and playing the instruments and the the principle, the truth, the teaching, the look, speak, formation of professional skills become the means to express, sacrifice to the spirit of the road. And the achieve it. majority of these meanings are implied and played up in Finally, the third of these areas is, obviously, a wide philosophical monuments, works of literature and the field of related meanings and concepts; we clear-cut it as phraseological fund of the Chinese language.” the broadest conceptual sphere in the semantic field, a In the presented list of Tao values, we can see distinct system-forming invariant that has a number of common parallels in the Svidzinsky universal concepts that he characteristic features, on the basis of which numerous directs to the Russian tradition, in particular “truth”, independent smaller concepts are formed. Among such “creativity” (in Tao: art), and “rights” (in Tao: law). essential characteristics of the mythological However, there is one more interpretation of Tao, which is conceptosphere, we highlight the following: fundamentally different from all concepts of the Russian 1) the conventionality of space and time, collapsed in the spiritual tradition – it is interpreted as emptiness, that is, existential field of a certain mental tradition (people / as a substance that contains everything and never remains region); unchanged, therefore it cannot be comprehended and 2) personification of concepts in mythological heroes, specified. “For all that was and will be said about it is the personifying certain ideal entities; characteristics not of Tao, but of something else (from 3) fabulous mythological concepts often demonstrate Zhang 1 of “Daodezhin”- “Tao, which can be said, is not a transcension of the real possibilities and constant Tao). Therefore, no matter how the thinkers of all comprehending the result, impossible by the forces of nations tried to define, explain the essence of Tao, such a usual man. In this case, it can be said that the attempts are doomed to defeat.” fabulous mythological concepts form the behavior And in this interpretation of Tao as unknown and and achievements of geniuses; impossible to an actual definition, it is worthwhile to 4) in the national myths the emotional-axiological make again a comparison with the Russian understanding approach, created in the annals of national history and of being – non-being: “If in the West “nothing arises from tradition, is deciphered; In this sense, the fabulous nothing”, in the East “everything arises from nothing”, mythological concepts correspond with the ritual, therefore “the problem of Non-existence in Far Eastern especially in the moral and didactic direction. philosophy in the conceptual essential-practical form turns into a particularly necessary meaning of human life.” In Such a hierarchy unites Russian and Eastern, including this regard, it is possible to put forward the following Chinese, mythology. And since in the Russian tradition hypothesis regarding the specifics of concepts and concept the concepts of Orpheus, Apollo, Bacchus (to mention

6 Comparative Analysis of Music Education in Russia and China

only those related to the art of music) are fixed, it represents the Chinese cultural tradition in combination respectively, in Chinese mythology, due to personalization with the Russian achievements of the musical-imaging they become brother and sister or wife and husband Fu Xi system for European instruments. The concept of national and Nui Va, master Liu or Dian brothers. That is, in this culture in these opuses is predominantly programs, the case, we can assert somewhat more extended philosophical and ethical principles of Confucianism and, understanding of the category of the conceptosphere, more rarely, Buddhism, in one way or another, however, which includes the system-forming invariant and a most often reincarnate various aspects of Tao (in number of smaller specific concepts. particular, the first conceptosphere of nature’s images has An example of this hypothesis is such a self-evident all these direct communication). “intersection” of two remote cultural traditions as National specific intonation, especially organically programmatic instrumental music. A common synthesized with the word that it expresses, will be psychological basis for the perception of program music decoded differently by Russians and representatives of the in various civilizations is the natural desire to find a Chinese cultural tradition. This is a very important sufficient subject-conceptual range for musical intonation, prerequisite for a proper understanding of the content of textural location, rhythmic complexes and other means of musical works of various genres written in the musical expression, all musical and dramatic, less often extra-Russian cultural continuum, and this understanding visual, which are also translated into the verbal plane, applies both to the figurative and semantic meaning of concepts and images. their interaction with the word, ritual, timbral symbolism It is very important to realize the importance of and other elements of the integral artistic image, and the program thinking or, more precisely, the selection of intonation complex itself, what is the basis of the musical program themes in Russian music and the works of work. Chinese composers. One of the key differences is the Taking into account the peculiarities of the formation length of time for the application of programmatic and development of Chinese piano program music, it is principles in the works of artists from different continents. necessary to note the interaction of two multidirectional If in Europe the practice of giving a programmed name to tendencies: the adaptation of European principles and the instrumental works dates back several thousand years, it reincarnation of specific ancient cultural traditions, mainly was appeared in the epoch of antiquity, it retreats into the poetry and music of the Tang era, in connection with the background only in the Middle Ages, but then gradually leading philosophies of Confucianism. It is worth returns to the Renaissance, and especially Baroque, as a emphasizing that it was in ancient China that the phenomenon of sound onomatopoeic, programmatic ideological foundation was laid on which literature and art throughout a significant period of development of Russian developed over many centuries, historical periods, and music has actively evolved, getting an increasingly great which became the primary basis of aesthetic perception of influence in the process of updating, expanding semantic reality not only in China, but also in the neighboring field of music, its means of expression. In the most countries of the Far East – Japan, Korea, Vietnam. At the different styles, genres, national schools, programmability same time, the main figurative and thematic layers (and is an essential, integral component of the artistic image, even concepts) of Chinese poetry emerged, that rich each time discovering its new qualities. That is, the arsenal of symbols and images, without the knowledge of concept of programmability here is shaped according to which it is impossible to correctly understand the specifics the pattern observed by V. Marik “... to reveal the of modern artistic processes in the country, including in importance of inclusiveness, embeddedness for any such a purely “European” sphere as program piano music. conceptualization nowadays”. In the Chinese spiritual and intellectual continuum (first Something like this takes place in Chinese culture. of all, the main underlying concept for many other Chinese music, for European instruments (mainly for concepts of this series of Tao), it is necessary to briefly piano and violin), unlike Russian, has been developing not outline their displays in other forms of art, primarily in so long ago, its origins are attributed by researchers to the literature, theater, and visual arts, since, as mentioned 20s of the XX century, while leading composers who above, the concept sphere without fail gets its own field of turned to this field of creativity from the beginning, Lee meanings in various humanitarian fields. Therefore, in an Yinghai, Wang Lisan, Jiang Venye, Dinh Shandye and effort to intensify their understanding in program piano others, did not simply adopt the highly developed Russian music, it is impossible to omit their interpretations in tradition of instrumental art, but transformed and enriched other forms of art, first of all in literature, poetry, theater, it with original achievements of Chinese culture, filled it and painting. with symbols and associative ranks of nationalities. one of Their importance grows significantly if we take into the other concepts, symbolically or associatively account the prevailing syncretism of the Chinese expressed in a programmatic name. philosophical and aesthetic world view and artistic Therefore, we draw attention to another difference in traditions. Moreover, the mentioned syncretism appeared the programmability in the music of Chinese composers – in the Chinese spiritual space in various aspects: as in the

Universal Journal of Educational Research 8(11D): 1-8, 2020 7

aforementioned unity of the musical and poetic principle, especially since it also differs significantly from the aimed at achieving a moral goal and, according to it, European, in particular, that it practically does not share didactic influence, the formation of a nationally conscious the literal expression from the figurative and metaphorical and moral society by means of art and music, and through text (this remark will be very important for understanding philosophy the integrity of the universe, which in art can the essence of sound image in Chinese program music). only be reflected by the aggregate means of all kinds, both The meaning of each poetic line hides a series of allusions, spatial and temporal, as more specific, the benefits giving formed by the symbols of national culture. In this poetry, verbal expression or visual images, and directions – like one should look for ways of transcension of a specific music – in the emotional and associative layer reception denotation; understand hints and symbols familiar to without verbal concretization. For example, painting is a readers brought up in the Chinese spiritual tradition. synthetic unity of poetry, calligraphy, engraving, and especially painting, often combined in one picture. Many outstanding poets were at the same time outstanding artists, for example, Wang Wei. The art historian J. Rowley draws attention to this REFERENCES peculiarity of the Chinese national perception of the world: [1] W.-Ch. Ho, The Challenge of Teaching Creativity in School “The Chinese looked at life through the prism not of Music Education in Mainland China, Creativity in Music religion, philosophy or science, but mainly of art. It seems Education, Springer, 167-185, 2019. that all other types of their activities were colored by artistic attitude. The Chinese preferred the art of living in [2] X. Di, Dunhuang and Contemporary Music Education, The Dunhuang Grottoes and Global Education: Philosophical, this world over religion, poetic thinking, which gives Spiritual, Scientific, and Aesthetic Insights, Springer room to the imagination, over rationalization. And instead International Publishing, 209-226, 2019. of science, they followed the fantasies of astrology, alchemy, geomancy, and fortune telling. If these [3] S.J. Park, Sound and notation: comparative study on musical ontology, Dao, Vol. 16, No. 3, 417-430, 2017. observations seem too free, refer to the painting. Chinese painting has never been a servant of religion, except for [4] W.-Ch. Ho, Propaganda Songs in Music Education: Between the period of the greatest influence of Buddhism – faith, Chinese Nationalism and Chinese Socialism, Culture, Music foreign for China. It avoided the pitfalls of the mind”. Education, and the Chinese Dream in Mainland China, Springer, 83-117, 2018. [5] W.-Ch. Ho, Critical Perspectives on Values Education in 4. Conclusions China’s School Music Education in a Changing Society: A Study of Beijing in the Global Age, Culture, Music Referring to the principles of implementation of the Education, and the Chinese Dream in Mainland China, concept spheres identified in this study as the main: the Springer, 195-232, 2018. concept spheres of nature, the concept spheres of national [6] U. Varankaite, Title Influence on Musical Meaning: A rituals and the fabulously legendary concept spheres – in Socio-Psychological Experiment, Readings in Numanities. literature, poetry, theater, painting, special emphasis will Springer International Publishing, 177-196, 2018. be put on those artifacts that are closest to music: in the [7] J.R. Barrett, Currents of Change in the Music Curriculum, case of literary-poetic and dramatic texts, those that are International Handbook of Research in Arts Education, the most musical not only by subject but also by form or Springer Netherlands, 147-177, 2007. rather often interpreted in music creativity (instrumental – in the form of a program, or a vocal, if these words are [8] D.L. Kirkpatrick, Twentieth-Century Children’s Writers, written the song or chorus); if an artifact of painting will Macmillan Education UK, London, 1978. be considered, special attention will be paid to allegorical [9] P. Sh. Campbell, Creative Arts, Education, and Culture in symbolic images related to the performance of music, its Global Perspective, Creative Arts in Education and Culture: creators, and in general, preference is given to subjects Perspectives from Greater China, Springer Netherlands, that evoke sound analogies. 3-13, 2013. Mostly, in this syncretic form that the spatial and [10] G. Cox, The Teaching and Learning of Music in the Settings temporal arts were combined in ritual practice, in this case, of Family, Church, and School: Some Historical the eastern artistic practice quite naturally corresponds to Perspectives, International Handbook of Research in Arts the aesthetic position of the famous German romantics Education, Springer Netherlands, 67-94, 2007. Robert Schumann, who said that the ideas of all kinds of [11] C.V. Fung, T.J. Groulx, Instrumental Learning in Music art are the same, only the material is different. Chinese Education, Encyclopedia of the Sciences of Learning. tradition confirms this unity in a variety of ways. In order Springer US, 1583-1586, 2012. to understand the meaning of the programmatic theme of [12] B. Olsson, Social Issues in Music Education, International Chinese music, it is impossible to avoid the literary and Handbook of Research in Arts Education, Springer poetic fundamentals of the national aesthetic world view, Netherlands, 989-1006, 2007.

8 Comparative Analysis of Music Education in Russia and China

[13] V. Bucur, String Musical Instruments as Educational Tools, [16] P. Clark, Singing in the Dark: Film and Cultural Revolution Handbook of Materials for String Musical Instruments, Musical Culture, Listening to China’s Cultural Revolution: Springer International Publishing, 911-941, 2016. Music, Politics, and Cultural Continuities, Palgrave Macmillan US, New York, 107-126, 2016. [14] L. Wu, M. McMahon, Adopting a musical intelligence and e-learning approach to improve the English language [17] M. Mans, Educating in Living Musical Worlds, Living in pronunciation of Chinese students, AI & SOCIETY, Vol. 29, Worlds of Music: A View of Education and Values, Springer No. 2, 231-240, 2014. Netherlands, 163-210, 2009. [15] A.D. Field, Beijing is Rock, Shanghai is Jazz: Musical [18] R. Che, X. Li, D. Li, Yu. Guan, Musical Intelligence Identity Formations and Shifts in the Big City Soundscapes Analysis, Recent Advances in Computer Science and of China, Sounds and the City: Volume 2, Springer Information Engineering: Volume 5. Springer, 671-676, International Publishing, 151-172, 2019. 2012.

Universal Journal of Educational Research 8(11D): 9-19, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.082402

The Formation of Intercultural Competence of Foreign Students by Means of the Russian Language and Literature

Elena I. Tsymbalyuk1, Nadezhda M. Romanenko2,*, Anastasyia V. Romanenko3, Marina A. Volkova4

1Department of Language and Communication, “Ion Creangă” State Pedagogical University of Chisinau, MD-2069, Chiinău, Republic of Moldova 2Department of Pedagogy and Psychology, Moscow State Institute of International Relations (MGIMO University), 119454, Moscow, Russian Federation 3Department of Russian Language, Peoples' Friendship University of Russia (RUDN University), 117198, Moscow, Russian Federation 4Department of Russian Language, Moscow State Institute of International Relations (MGIMO University), 119454, Moscow, Russian Federation

Received August 12, 2020; Revised September 18, 2020; Accepted November 20, 2020

Cite This Paper in the following Citation Styles (a): [1] Elena I. Tsymbalyuk, Nadezhda M. Romanenko, Anastasyia V. Romanenko, Marina A. Volkova , "The Formation of Intercultural Competence of Foreign Students by Means of the Russian Language and Literature," Universal Journal of Educational Research, Vol. 8, No. 11D, pp. 9 - 19, 2020. DOI: 10.13189/ujer.2020.082402. (b): Elena I. Tsymbalyuk, Nadezhda M. Romanenko, Anastasyia V. Romanenko, Marina A. Volkova (2020). The Formation of Intercultural Competence of Foreign Students by Means of the Russian Language and Literature. Universal Journal of Educational Research, 8(11D), 9 - 19. DOI: 10.13189/ujer.2020.082402. Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License

Abstract The historically determined multiculturalism educational activities, are effective and contribute to the of modern universities, the socio-economic and preparation of competent participants in intercultural socio-political changes taking place in Moldova and Russia communication, which in turn will be reflected in both the since the beginning of the 21st century dictate the training of specialists and in the stabilisation of interethnic formation of intercultural competence among students, relations, taking into account the cultural characteristics representatives of different countries and peoples. The and interests of each nation living Moldova and Russia. purpose of the article is to present the results of a study The developed pedagogical model for the formation of carried out at the Faculty of Philology of Ion Creanga intercultural competence among foreign students can Pedagogical State University in 2017-2019, and become a conceptual basis for the compilation of modern demonstrate specially created psychological and textbooks, teaching and methodological complexes in the pedagogical conditions that contribute to the formation of a Russian language and literature, both for university and higher and higher quality level of students' ICC, which pre-university educational institutions. The results of the involves a description of the content-technological support study are of practical interest for scientists and university of the developed model and diagnostic tools for measuring professors who are busy with problems of improving the the level characteristics of the studied construct. The quality of education of modern specialists and, further, the empirical basis of the study was the results obtained in the managerial staff of higher educational institutions, heads of course of a three-stage work with students of 1-2 courses departments that constantly monitor the quality of studying in the speciality “Russian language and literature, education. English language” of Creanga PSU, and their meaningful Keywords Intercultural Competence, Dialogue of interpretation. The study confirmed the authors' Cultures, Culture, Russian Language and Literature, assumption that specially created psychological and Foreign Students, Model, Elective Course, Level pedagogical conditions, which are the introduction of models for the formation of intercultural competence in 10 The Formation of Intercultural Competence of Foreign Students by Means of the Russian Language and Literature

1. Introduction experts in the field of Russian language and literature and to actively work in scientific cooperation with foreign The increasing flow of foreign students to international colleagues. The teachers of the Russian language universities and their intercultural interaction “mix” department of MGIMO note the special importance of national cultures more intensively than before. The most teaching foreign students the language of the speciality, important task of modern education is to develop the skills therefore, creative teams have been created at the of students to successfully interact with representatives of department to study the features of the language of other cultures, that is, “properly and effectively respond to professional communication [4-7]. requests, challenges and opportunities that arise in The Ion Creanga State Pedagogical University, founded intercultural situations” [1]. Of course, this requires the in 1940, is also no less diverse in its national palette, creation of conditions for subjects of the educational where representatives of various nationalities are studying. process to gain experience in intercultural communication That is, today Creanga SPU, MGIMO and RUDN on the basis of mutual understanding. The solution to this University, like other international universities, turned out problem can be the formation of intercultural competence to be included in intercultural, international processes and among students, since it is they who will work with contacts of representatives of different cultures, which, of culturally different people, correctly understand their course, have a high potential for international solidarity similarities and differences, know and accept their values, aimed at cultural mutual enrichment. By the example of traditions and lifestyle, be tolerant of them, affirm with the presented universities, with multinational student their personal deeds and words, cultural pluralism in groups, the Russian language, as one of the official society [2]. languages of the UN, plays the role of an important This article presents the formation of intercultural mediator connecting the bridge between different communication of foreign students by means of the traditions, customs, and faiths. Russian language and literature on the example of The question of the formation of intercultural students of Creanga SPU (Republic of Moldova), as well competence of students in universities where foreign as on the review material of the process of training foreign students study is a legitimate one, due to the historical students at MGIMO and the Peoples' Friendship multiculturalism of countries, the socio-economic and University of Russia. The number of foreign students in socio-political changes taking place in Moldova and Russian universities is growing every year. Today, Russia since the beginning of the 21st century. In modern students from 62 countries study at MGIMO. RUDN pedagogy, there is a strong opinion that the formation of University united even more countries – more than 150. intercultural competence can be carried out mainly in the This fact means the arrival and “entry” into the university framework of linguistic training in the study of foreign environment of Russian universities of a large number of languages. In this regard, the principle of “culture through different cultures and nationalities with their own way of language” is traditionally laid at the heart of the process of life, traditions, customs, culinary preferences [3]. its formation, including through the hidden content of The project “Russian language as a means of education [8]. However, today it is becoming obvious: intercultural communication at RUDN University”, “knowing what the other person is saying and carried out from 2018 to 2019, was aimed at strengthening understanding her is not the same thing, and the technical and expanding the possibilities of using the Russian absence of a language barrier is not a way to overcome the language as a means of interethnic communication, cultural barrier” [9]. In this regard, the assumption of improving the quality of in-depth knowledge of the modern scholars that the successful formation of Russian language, given that many disciplines are taught intercultural competence is possible and even preferable at RUDN University in Russian. Within the framework of in the study of fiction deserves special attention. the project, numerous events were held that made students Moreover, there is an opinion that the process of studying interested in learning the Russian language. Meanwhile, literature should turn into intercultural education and teachers noted problems in teaching Russian as a foreign training. In other words, the implementation of the goal – language. Numerous proposals and recommendations the formation of intercultural competence of foreign were made on their solution and consideration in the students – is possible when studying the Russian language implementation of subsequent projects. and Russian literature. Since 1946, MGIMO has been providing professional The exceptional importance of studying the Russian training to international students – future specialists in the language and literature in the intercultural interaction for field of the international profile. The main task of the the population of Moldova is determined by the following Russian language department is the language training of judgments. On the one hand, in the republic, the Russian foreign students. Since 1999, the department is a member language and Russian literature are non-native for of the Russian Society of Teachers of Russian Language representatives of national minorities, just as the literature and Literature, which allows it to be in a single of the titular nation is non-native. As the doctor of information space that unites all the leading Russian historical sciences E.V. Ratseeva rightly notes, Moldovan

Universal Journal of Educational Research 8(11D): 9-19, 2020 11

citizen, Bulgarian by nationality is (most often) a student spiritual needs of Russian-speaking residents of the of a school with the Russian language. For him, native country are largely oriented towards Russia and connected literature is Bulgarian, and Russian, Romanian with it [12]. Moreover, in Moldova, the strength of the (Moldavian), as well as other, are non-native [10]. influence of the Russian language and Russian culture as a Consequently, for the representatives of the national whole is explained not by the number of the minorities of Moldova themselves, their literature is their Russian-speaking population, but by other, long-term, native language, and the Russian language is non-native, deep and stable phenomena and processes: the cultural life foreign. On the other hand, an important factor in this of Bessarabia in the 19th century. For more than a century, aspect is the functioning of the Russian language in the it developed in the Russian context, was built on samples territory of Moldova. This is due to the fact that of Russian culture [13], in the 20th century, Moldova was historically a specific linguistic situation has been created a part of the Soviet Union and the life of the peoples in the republic: Moldovan-Russian bilingualism is the inhabiting it was also associated with the Russian world main communication tool in our multinational country, and Russian values. The Russian language in Moldova has which allows Russian-speaking citizens of Moldova not always served as a conductor of the achievements of only to integrate into Moldovan society, but also to world science and culture. This determined its high status preserve their cultural identity. in the minds of Moldovans. Thus, participation in the One of the main and basic properties of a language is its Russian world becomes the support on which it is possible universality, which allows realising not only intra-cultural to build effective intercultural communication between but also intercultural communication. This feature of the representatives of different nationalities in Moldova and Russian language is implemented in the context of on the basis of this achievement of their spiritual and intercultural interaction between Moldavian universities cultural unity. and Russian universities. Despite the fact that in Moldova, Russian culture, which largely shapes the worldview, as the Russian language is officially deprived of the status of philologists rightly point out, has been known and is a language of interethnic communication, de facto this is a known through fiction [14]. In a literary work, the main language through which representatives of different medium of cultural information and the spokesman of nationalities can freely interact with each other [11]. It is national mentality is language. Moreover, exactly in the taught in pre-university educational institutions with the art form language has the ability to be realised in its Romanian language of education; in many schools, entirety. It is also indisputable that a deep comprehension gymnasiums, lyceums of the republic (20%), education is of literary works is impossible without appropriate in Russian. The Russian-speaking part of the country's knowledge of the language. Therefore, the Russian population, which includes not only ethnic Russians, but language is a basic component in the study of Russian also Ukrainians, Gagauz, Bulgarians, Jews, Poles, literature. At the same time, as noted above, the Belarusians, Gypsies, etc., uses the Russian language as functioning of the Russian language and literature is equally understandable and equally accessible to important not only for the Russian-speaking communicate with each other as official (in state communicative space in the republic, but also for building institutions, educational institutions, services, at work, a dialogue of cultures. In this regard, the most important etc.), and unofficial (in public places, transport, on the function of the Russian language and literature as uniting streets, etc.). The Russian language is also popular among the multinational population of the Republic of Moldova the titular population – Moldavians (only 1% of the is highlighted – this is the function of intercultural population does not know Russian at all). Moreover, for communication. Consequently, the study of the Russian representatives of national minorities, the Russian language and Russian literature as parts of Russian culture language acts as a second along with the language of their will contribute to the successful formation of intercultural nationality. Many of them do not know any other competence of foreign students and the subsequent language than Russian. Obviously, for all of them, the building of intercultural dialogue between representatives Russian language is the only one that unites them. Thus, of all nationalities living in Moldova. the Russian language is a means of building intercultural At the same time, according to modern researchers, a interaction. complete concept for the preparation of competent In this context, the study of the Russian language and participants in intercultural communication is not yet Russian literature will contribute, firstly, to the formation available [15]. The question of how to practically of a person who is ready to become a fully-fledged subject implement this process also remains open. In this regard, of intercultural communication. Secondly, to build a the research problem is formulated, which is also the goal dialogue of cultures of ethnically different people living in of the work. This is the answer to the question “How to the same territory and in the same historical time, which is ensure the effective formation of intercultural competence of particular importance in a multinational and of foreign students of Moldovan universities by means of multicultural state, such as the Republic of Moldova. In the Russian language and literature?” As part of the study light of the foregoing, it is equally important that the of the problem of the formation of the ICC of future

12 The Formation of Intercultural Competence of Foreign Students by Means of the Russian Language and Literature

specialists, the authors pose the research questions for the the dialogue of cultures at the core of his pedagogical first time: a) determination of the theoretical and system. Scientists are unanimous in that “the dialogue methodological justification and clarification of the understood in the idea of culture is <...> always a dialogue concept of the ICC; b) development of substantive and of different cultures” [24]; cultural identity is revealed technological support for the formation of the ICC of only in dialogue; through dialogue mutual understanding foreign students by means of the Russian language and can be achieved. literature; c) the introduction into the educational process The dialogue of cultures acts as the main characteristic of a model for the formation of the studied competence of the modern education system. The concept of through the method of experiment. intercultural dialogue is one of the theories on the basis of The article proposes special psychological and which an analysis of modern trends in the development of pedagogical conditions that ensure the formation of a pedagogy of higher education [25] is possible, which are higher and more qualitative level of international students’ aimed at the formation of means, conditions and ICC through the introduction of the course “Russian mechanisms of personality self-awareness. Introducing language and literature through a prism of a national students to the dialogue of cultures is very important from character ”, including an innovative and comprehensive the point of view of their education and upbringing, since methodology for studying the Russian language and “the formation of a person of culture, a person of literature, as well as training for playing out intercultural spirituality always occurs due to the dialogue of cultures” situations and case studies using audio-visual and [23]. At the same time, the dialogue of cultures is a means interactive technologies, which together were effective of forming and developing intercultural competence. prognostic tools that promotes the formation of the ICC Intercultural competence as a subject of scientific among international students. This study is devoted to the understanding is widely represented in the research of development and implementation of a model for the modern scientists: Western [26], Russian [16, 27-30] and formation of the ICC of foreign students by means of the Moldavian [9, 31, 32]. Russian language and literature, for which the According to the pedagogical tradition, in the structural-component composition of the studied construct framework of vocational training, the formation of (cognitive, communicative-activity, and value-emotional intercultural competence is carried out in the context of components) was initially determined. The obtained linguistic disciplines, that is, language education, with an results confirmed the authors' hypothesis that specially artistic text playing the supporting role [16, 21, 28, 29, 33]. created psychological and pedagogical conditions, the However, modern studies show that for the formation of development and implementation of a model, and the intercultural competence, the literary work is the author’s elective course contribute to the formation of a beneficial material, since the literary text of the national higher and higher-quality level of international students’ literary work is a “capacitor of cultural memory” [20]. ICC. The analysis of a literary text as a means of creating intercultural competence is considered by few scholars, including Ibragimova [34], Tokareva [35], Fedotova [36], 2. Literature Review Zaikovski [37], Tswik [9] and others. However, it should be noted that currently there is a lack of research in which The concept “intercultural competence” entered the the intercultural competence of foreign students would be scientific discourse in the early 1970s, when intercultural communication was developing as an independent formed by means of the Russian language and literature. scientific field. Intercultural competence is formed in the Thus, despite the impressive list of domestic and process of mastering a particular type of communication – foreign studies on the problem of the formation of intercultural communication, which is regarded as “a intercultural competence in higher education, its degree of process of communication and interaction between development is not fully presented. It can be stated that a) representatives of different cultures or cultural there is no unified structural-component composition of communities” [16]. One of the key concepts in the theory the studied construct; b) the theoretical aspects are of intercultural communication is the concept of “dialogue insufficiently studied and the practical aspects of the of cultures”, the interpretation of which is widely formation of the ICC in general and in the study of the represented in the philosophy and history of culture [17, Russian language and literature, in particular, are not fully 18], literary criticism and semiotics [19, 20], linguistics represented; c) the substantive and technological support [21] and pedagogy [22, 23]. The central importance of of the process of the formation of the ICC has not been dialogue in culture and the special role of the polyphony developed, which can significantly change its of cultures were confirmed in their works by the Russian effectiveness and involve the pedagogical and educational philosopher, culturologist, theorist of European culture and didactic potential of the university; d) a complete and art M.M. Bakhtin [19]. The ideas of the scientist were understanding by foreign students of the need for an ICC deepened and expanded by V.S. Bibler [22], who has laid in their professional luggage has not been achieved [38].

Universal Journal of Educational Research 8(11D): 9-19, 2020 13

3. Materials and Methods level of demonstrated skills was determined. 4. A test by the method of diagnostic cards, which The study was conducted on the basis of the allowed not only to accurately identify the skills that philological faculty of the Creanga State Pedagogical a student is able to demonstrate in the process of University of the Republic of Moldova. The control and interaction with representatives of other cultures, but experimental groups were formed from first- and also to assess his ability to cope with intercultural second-year students studying in the speciality “Russian situations. Assessment of the test results was carried language and literature. English language” (curriculum out according to a specially developed scale for the code according to the list of areas of vocational training analysis of diagnostic cards, in which the severity of and specialities in higher education RM 0114.9/0114.10). the seven parameters was determined in numerical When selecting parallel groups of subjects, the indicators from 0 to 5 points. requirements of sample uniformity were taken into 5. The methodology for diagnosing the level of account. The methodology for the formation of the ICC of empathic abilities of V.V. Boyko, the peculiarity of foreign students includes three stages. At the first, which is that its use allows to measure not only the ascertaining stage, students of the EG and CG participated level of empathy of respondents, but also the settings in identifying the initial level of the IWC. that promote or impede it. The methodology consists At the second, formative stage, students of the CG were of 36 statements with which respondents should involved in the educational process for the study of either agree or not. The total score is determined on pedagogical disciplines, in accordance with the the basis of counting the number of answers curriculum of Creanga SPU. Students of EG at the corresponding to the “key”. The higher the total formative stage were included, in addition to the specified score, the higher the level of empathic abilities of the educational process, in specially organised conditions for respondent. the formation of the ICC by means of the Russian 6. The modified and adapted methodology “Value language and literature. The third, control, stage was Orientations” by M. Rokich, which is associated carried out by analogy with the first, that is, students from with the study of the system of value orientations of both groups were involved in it. At the first stage, to foreign students, since it determines the content side identify the initial levels of each of the components of the personality’s orientation, forms the basis of (cognitive, communicative-active, and value-emotional) her relationship to the world, to other people, to itself, of the ICC, the following were used: her worldview foundation, life concept, “philosophy 1. The author's “Diagnostics of intercultural erudition of life”, the core of the motivation of life activity. of students”, which is a questionnaire consisting of The technique is based on direct ranking of the list of 60 statements with which respondents could agree or terminal and instrumental values. Its advantage is not. Interpretation of results: for each correct answer versatility, convenience and cost-effectiveness in 1 point was assigned, for statements No. 1, 2, 7, 9, conducting research, processing results, as well as 10, 12, 13, 14, 15, 19, 20, 21, 26, 28, 29, 30, 31, 32, flexibility – the ability to vary stimulus material (lists 35, 36, 39, 40, 45, 47, 48, 50, 53, 55, 57, 58 the of values). Students were provided with two lists of correct answer was “yes”, for the others – “no”. The values arranged in alphabetical order, and more the student scored, the higher the level of his instrumental values were presented as important for intercultural erudition. building an intercultural dialogue. Respondents 2. The “Written interview” questionnaire, which should distribute the values in each group in order of includes 6 questions that were aimed at identifying their importance to them as the principles, by which students' knowledge gained from the Russian they are guided in life, and assign a rank number language and literature, that is, signs of national (from 1 to 9) to each value. cultural life, manifestations of a Russian character, 7. Situational modelling “Rearrangement of roles”, motivation of the elements and decisions of the involving the creation of a situation in which a author expressing Russian identity and etc. participant in the educational process can gain real According to the instructions, the subjects had to sensory experience, emotionally experience the state independently give complete detailed answers, each of representatives of a different culture, experience of which was evaluated from 0 to 3 points. one or another of their roles. In this case, the basic principle was the answer to the question “What do I 3. Self-assessment questionnaire “Intercultural feel in a situation of a hero?” Students received a communication skills”, in which respondents were task, for the assessment of which a special scale was asked to rate these statements on a five-point scale, developed with 10 parameters, each of which was depending on the degree of their evaluated by an expert group from 0 to 5 points. agreement/disagreement or the severity of their stated qualities. Depending on the number of points The procedure for processing the results was carried out scored (significance indicators were summed up), the by calculating the algebraic sum of points scored by each

14 The Formation of Intercultural Competence of Foreign Students by Means of the Russian Language and Literature

foreign student. To distribute the results obtained at the myself?”). appropriate levels (basic, intermediate, advanced), we It is worth noting that the students of the control group used the three-level diagnostic technique proposed by L. during the experiment studied according to standard Mitina and E.S. Askomovets, according to which the programs in accordance with the LAVTS HE (list of areas coefficient of 0.45 is assigned to the upper boundary of of vocational training and specialities in higher education) the base level and 0.75 to the upper boundary of the (0114.9/0114.10) and did not participate in the formative middle level. To determine the boundaries of the levels, stage, were not placed in special conditions as students of the formulas were used: U 1 = Σmin + (Σmax – Σmin) · 0.45; the experimental group, which made it possible to further U 2 = Σmin + (Σmax – Σmin) 0.75, where U 1 and U 2 are compare them results with the results of the experimental quantitative indicators of the upper boundaries of the base group. At the third stage, using the same methods as at the and middle levels; Σmin and Σmax – the minimum and first stage, a diagnosis was made of the level of formation maximum possible total points for the block. of intercultural competence of foreign students The results of the data obtained at the first stage for participating in the experiment, which allowed a both groups of students (control and experimental) comparative analysis of the results obtained. To visualise showed a certain similarity in the levels of ICC for them, the results obtained, tabulation methods and diagrams and most of the respondents demonstrated compliance were used. In the framework of the comparative analysis, with the basic level, which is insufficient for successful the obtained final results of identifying the levels of ICC interaction in a multicultural society. This led to the need formation in foreign students of the experimental and to create special conditions for the experimental group control groups were correlated with the data of the that could, in the future, increase the level of ICC among ascertaining stage. This made it possible to fix a international students. In this regard, at the second stage, quantitatively and qualitatively higher level of ICC among as the main technology contributing to the formation of a foreign students of the experimental group at the control higher level of the ICC of foreign students, an elective stage. course “Russian language and literature through the prism of a national character” was introduced, which included an innovative methodology for studying Russian literature, 4. Results and Discussion trainings for playing intercultural situations (“Constellation of cultures”, “How and why?”, “Through Theoretical and methodological analysis determined the time and space”, “Getting into dialogue”), case studies strict logic of the study in the form of modelling the using audio-visual and interactive technologies (“Original four-stage process of the formation of the ICC of foreign Russian issues” , “Method of solution”, “Position”, students, which is interconnected and interdependent “Emotions or rationality”, “But am I not Russian blocks (Fig. 1).

Figure 1. Model of the process of formation of intercultural competence of international students

Universal Journal of Educational Research 8(11D): 9-19, 2020 15

4.1. Theoretical and Methodological Unit competence in a certain aspect [42]. The first reflects its normative basis, the second fixes the personality’s ability The first unit of the model assumed a theoretical to solve typical and non-standard tasks of intercultural justification of the essence and content of the main subject interaction, the third is meaning-forming, and its of the study – “intercultural competence of foreign functioning provides a combination of students”, the development of its structural-component cognitive-knowledge and communicative-active composition. To understand the degree of development of personality traits into a single whole. Moreover, the this problem, a theoretical and methodological study was presence of individual links in this system cannot conducted in the field of pedagogy, intercultural education, guarantee the effective implementation of the goals of literary criticism: the theory of intercultural intercultural communication. A truly successful communication [39]; intercultural competence [26-30]; intercultural interaction and understanding are possible the specifics of the educational activity of a teacher in a only if all components of intercultural competence are multicultural environment [40] the theory of dialogue of integrated. cultures [19, 22, 28]; the concepts of a secondary linguistic personality [29, 41] and intercultural personality 4.2. Ascertaining Unit [9, 30]; theories and methods of forming intercultural competence [29, 30]; methods of analysis of a literary text This unit was supposed to identify the initial level of as a means of forming intercultural competence [9, formation of intercultural competence of foreign students 34-36]. in the control and experimental groups, the content of Clarification of the content of the concept of which is represented by three components: cognitive, “intercultural competence” directly affects the communicative-active and value-emotional. To identify transforming stage of research and its content, selection the level of the cognitive component, we used the and implementation of technologies. After analysing an “Diagnostics of intercultural erudition of students” and the impressive number of works, we came to the conclusion “Written interview” questionnaire, which were specially that studies of intercultural competence take place in developed by the authors for this study. As a result, it was different areas of scientific and humanitarian knowledge found that 52% of students in the EG and 31% in the CG and are often interdisciplinary in nature. Despite the fact completed the tasks according to the criteria of the basic that today this concept is one of the most frequently used level of the cognitive component of the ICC, 30% of the in scientific pedagogical literature, many researchers put respondents in the EG and 46% in the CG completed the different contents into it. In accordance with this, there is tasks at a middle level, and 18% in the EG and 23% in the still no single definition of intercultural competence, CG found knowledge corresponding to advance the level which is explained by the multidimensionality, versatility of this component ICC. of this concept, as well as differences in the author's The level of the communicative-active component of approaches to its study. the ICC was determined through a self-assessment An analysis of the definitions presented in the scientific questionnaire “Intercultural communication skills” and literature allows drawing the following conclusion. testing using the diagnostic card method. After processing Intercultural competence is the ability of a person to the data of the measuring materials, we obtained the understand and accept a foreign culture and, on the basis following results. The basic level of the studied of this, achieve successful interaction in a multicultural component of the ICC was found by 79% of foreign society and mediate between one’s own culture and the students in the EG and 71% in the CG; results interlocutor’s culture – a mediator of cultures, while corresponding to the middle level showed 15% in the EG preserving their own identity. It is based on a cognitive and 26% in the CG; skills corresponding to an advanced basis – knowledge of the specifics of cultures, their level in the EG were demonstrated by 6% of the subjects, differences and the characteristics of their interaction – in and in the CG 3%. conjunction with a complex of skills to discover, absorb In order to identify the level of the value-emotional and use this knowledge, as well as value relationships component, we used V.V. Boyko’s Method for diagnosing based on openness, respect, tolerance, empathy, emotional the level of empathic abilities, M. Rokich’s “Value mood to overcome different kind of prejudices and Orientations” methodology and “Rearrangement of roles” stereotypes. situation modelling. The conjugate application of these Clarification of the concept of “intercultural methods allowed to record the following results. The basic competence” allowed coming to the conclusion that the level in the EG is 64% of future specialists and 57%in the structural component of the intercultural competence of a CG; medium – 27% in the EG and 31% in the CG; foreign student includes three components: cognitive advanced – 9% in the EG and 11% in the CG. For greater knowledge, communicative-active and value-emotional. clarity, we used the tabulation method, placing the results Each of them reveals the essence of intercultural in a table (Table 1).

16 The Formation of Intercultural Competence of Foreign Students by Means of the Russian Language and Literature

Table 1. Indicators of the level of formation of components of 2. Cultural components bearing a specific national intercultural competence among international students of the EG and the CG at an ascertaining stage of 100% colouring are presented in the content of the literary Components of intercultural competence among text. Levels international students 3. The study of literary text and work with it contain Cognitive Communicative-active Value-emotional great potential and a wide field for activities aimed at the formation of intercultural competence of students. EG CG EG CG EG CG Basic 52 31 79 71 64 57 Processing a work of art is implemented using an Middle 30 46 15 26 27 31 innovative methodology for studying Russian literature. It includes a detailed methodological apparatus, reflecting Advanced 18 23 6 3 9 11 the stages of work, its features and sequence, offering a The determination of the levels of intercultural system of exercises, tasks, questions, various techniques competence in general among foreign students in the EG and methods aimed at identifying, perceiving, and CG was carried out by calculating the algebraic sum understanding and comprehending the national-cultural of points scored by each student and distributing the component of the studied works. The course content results obtained at the appropriate levels, the boundaries includes: of which were determined using the method of L. Mitina Topic 1. An artistic text as a unit of national-cultural and E. Askomovets [43]. We demonstrated the identified discourse reveals a) the basic concepts of national culture, levels using the method of diagrams (Fig. 2). including those used in the study of works; b) the concept of Russian national culture; c) the history of the formation of the Russian national character and its features. Theme 2. National world and Russian character in the novel by A. S. Pushkin “The Captain's Daughter” (analysis of a passage of the work using the specified methodology). Theme 3. Novel of M. Yu. Lermontov “Hero of our time” – a look at “The Other” (Chapter “Bela”) (viewing and analysis of a fragment of the film “Hero of our time”, directed by Alexander Kott, 2006). Theme 4. The study of the national-cultural component Figure 2. Levels of formation of intercultural competence of of the novel by I. S. Turgenev “Fathers and Sons” (case international students EG and CG in the initial stage studies based on chapter X: “Original Russian issues”, “Solution”, “Position”, “Emotions or rationality”, “But am Having received the results on the formation of the I not Russian myself?”). main intercultural competence of foreign students in Theme 5. The specifics of the national-cultural general and its components in particular, we came to the approach to the study of Russian literature on the example conclusion that it is necessary to organize special and of the story of Leo Tolstoy's “Prisoner of the Caucasus” consistent training that can change the initial indicators in (dramatisation in the work). the future and ensure the dynamics of the formed qualities, Topic 6. The literary text is a source of culture, an that is, increase the level of the ICC. The introduction of exponent of national character and mentality (cognitive techniques and technologies into the educational process training “Constellation of cultures”, training of attribution was carried out as part of the next transformative stage of “How and why?”, Behavioural training “Through time the study. and space”, situational training “We enter into dialogue”).

4.3. Forming Unit 4.4. Final Unit This unit suggested the introduction of the elective This unit was to identify the final results of the formed course “Russian language and literature through a prism intercultural competence among foreign students of the of a national character”, which includes an innovative experimental and control groups and confirm the methodology for studying the Russian language and effectiveness of the proposed elective course. To do this, Russian literature, trainings for playing intercultural we turned to the same techniques that were used at the situations, case studies using audio-visual and interactive initial stage. Counting the scores for the technologies. The concept of the course was based on the cognitive-knowledge component, a slightly different following provisions: picture is obtained: at an advanced level, students of the 1. The literary text is considered as a source of culture, EG now showed higher rates than students of the CG, an expression of the national character and mentality which amounted to 58% and 20%, respectively, at middle of the people. level – 33% and 57%, at the basic level – 9% and 23%.

Universal Journal of Educational Research 8(11D): 9-19, 2020 17

When comparing the data of the initial and final stages, it 21%, while in the CG the number of subjects at the was recorded that in the EG the number of foreign advanced level did not change (6%). On the other hand, students with an advanced level increased by 40%, and the the number of students with a basic level in the basic level decreased by 43%. experimental group decreased and amounted to 18% A change in the indicators of the communicative-active (against the previous 55%), which is 31% lower than in component was also recorded. The number of foreign the CG. We clearly presented the dynamics of indicators students who demonstrated proficiency in the advanced of the levels of formedness of the ICC of foreign students level of the studied component was 30% in the EG and in the EG and CG in the diagram (Fig. 4). 0% in the CG, at the middle level 48% of respondents in the EG and 34% in the CG completed the tasks, at the basic level – 2 1% in the EG and 66% in KG. In the EG advanced level: + 24%, average: + 33%. The identification of the value-emotional component made it possible to note that the number of students with an advanced level of this component increased in the EG by 21% and amounted to 30%, and in the CG by 3%, which amounted to 14%. Also, in the EG, the number of those who showed results corresponding to the average level increased by 15%, and this amounted to 42%, while in the CG this indicator was 34%, which is only 3% more than at the ascertaining stage. The number of those who Figure 4. Dynamics of the levels of intercultural competence of demonstrated the basic level in the EG decreased by 37% international students in the EG and the CG and amounted to 27%, and in the CG by 6% and became As part of a comparative analysis of the results obtained equal to 51%. The final level of formation of intercultural at the initial and final stages, a quantitatively and competence of foreign students was determined in the qualitatively higher level of MCC was recorded for same way as at the ascertaining stage. The obtained data is foreign students of the experimental group at the final, demonstrated using the method of diagrams (Fig. 3). final stage of the study.

5. Conclusions The conducted study confirmed the authors' assumption that specially created psychological and pedagogical conditions, which are the introduction of the model for the formation of intercultural competence in educational activities, significantly improved the result, testifying to its effectiveness and efficiency. The formative stage is an

Figure 3. Levels of formation of intercultural competence of important stage in the introduction of the elective course international students EG and CG in the final stage “Russian language and literature through the prism of a national character”. It was an effective predictive tool for In order to conduct a comparative analysis of the results the formation of intercultural competence of foreign of initial and final stages, these data were collected in the students of universities of the Republic of Moldova. one table (Table 2). A comparison of the results with the comparative method within the framework of one group – experimental Table 2. Indicators of levels of ICC formation of international students EG and CG in the initial and final stage of 100% or control – allowed drawing the following conclusion. If the results recorded in the CG at the final stage do not Experimental group Control group differ much from those obtained at the ascertaining one Levels Initial Final Initial Final (the base level indicator decreased by 2% and increased stage stage stage stage by 3% for the average), then in the EG there was a Basic 55 18 51 49 significant change in the indicators. So, at the final stage Middle 39 55 43 46 in the ER, 27% of students showed compliance with the Advanced 6 27 6 6 advanced level of the ICC against 6% at the ascertaining stage, which is 21% more, while the basic level is fixed at A comparative analysis allowed to note that in the EG, 18% against 55%, which is 37% less. The number of 27% of foreign students demonstrated compliance with students who completed the tasks at an average level also the advanced level of the ICC, improving the result by increased: 55% versus 39%, that is, 16%. The data

18 The Formation of Intercultural Competence of Foreign Students by Means of the Russian Language and Literature

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Universal Journal of Educational Research 8(11D): 20-29, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.082403

Academic Language as an Object of Teaching Foreign Languages to Philology Students

Oksana V. Asadchykh1,*, Liudmyla H. Smovzhenko2, Iryna V. Kindras3, Ihor I. Romanov4, Tetiana S. Pereloma1

1Department of Languages and Literature of the Far East and Southeast Asia, Taras Shevchenko National University of Kyiv, 01033, Kyiv, Ukraine 2Department of Teaching Methods of Ukrainian and Foreign Languages and Literature, Taras Shevchenko National University of Kyiv, 01033, Kyiv, Ukraine 3Department of Oriental Languages, National Academy of Security Service of Ukraine, 03022, Kyiv, Ukraine 4Department of Foreign Languages, National Academy of Internal Affairs, 03035, Kyiv, Ukraine

Received August 12, 2020; Revised September 26, 2020; Accepted November 20, 2020

Cite This Paper in the following Citation Styles (a): [1] Oksana V. Asadchykh, Liudmyla H. Smovzhenko, Iryna V. Kindras, Ihor I. Romanov, Tetiana S. Pereloma , "Academic Language as an Object of Teaching Foreign Languages to Philology Students," Universal Journal of Educational Research, Vol. 8, No. 11D, pp. 20 - 29, 2020. DOI: 10.13189/ujer.2020.082403. (b): Oksana V. Asadchykh, Liudmyla H. Smovzhenko, Iryna V. Kindras, Ihor I. Romanov, Tetiana S. Pereloma (2020). Academic Language as an Object of Teaching Foreign Languages to Philology Students. Universal Journal of Educational Research, 8(11D), 20 - 29. DOI: 10.13189/ujer.2020.082403. Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License

Abstract In the modern socio-educational fundamental. environment, which is developed through intercultural exchange and the implementation of new methods of Keywords Professional Activity of Philology spreading knowledge, communication in the student Students, Command of Academic Language, environment is based on the exchange of visual images and Development of the Cognitive Component of Speech, philological units. For students of the philological direction, Pedagogical Effect, the Introduction of Formative communication with foreign language communicants is Measures determined by the possibility of improving the function of conversation, perception of cultural characteristics and obtaining new images. Of relevance is the perception of not only spoken language by students, but also of the 1. Introduction academically correct lexical group. The novelty of the study is determined by the fact that academic language is The preparation of future philology students for often perceived as a kind of anachronism, as something professional communication in philological higher insufficient to expand linguistic competence. The study educational institutions is described by proves that the readiness of students to implement the multidimensionality [1]. Scientific articles of many provisions of academic language is possible not only Ukrainian and foreign researchers cover issues of culturally, but is also achievable by pedagogical methods. communication theory, preparation of philology students The study demonstrates that the implementation of the for communication, including professional extended learning format is achieved through the communication [2]. A confirmation of the special techniques of linguistic learning. The practical significance attention to the place of communication in the system of of the study is that the perception of academic language professional training of philology students is the fact that will allow students of the philological direction to courses on organising communication within the implement their skills in various social spheres, which may framework of a philological consultation were included in require historical language research and be predominantly the curriculum of many American and European Universal Journal of Educational Research 8(11D): 20-29, 2020 21

philological universities [3]. activity of philology students [20]. In Europe, especially in England, Germany, as well as in the United States, the problem of compensatory learning in the native language has been actively 2. Materials and Methods discussed for several decades [4]. This problem 2 contributed to the activation of attention to the social To test the hypotheses, the Pearson χ test was chosen. determinants of language, allowed scientists of different This criterion allows to compare the empirical directions to more adequately understand the role of distributions of two independent samples (CG and EG), language in the social life of an individual and society [5]. by volumes n1 and n2. In this study, the number of In a somewhat different aspect, the problem of the students in the control (n1) and experimental (n2) groups is extralinguistic context of language emerged in connection the same – 160 people, and the sum n1 + n2 = 320, which with the language teaching to students [6] who study in proves the validity of the choice of Pearson's test. The higher educational institutions of the philological profile results of empirical study for two groups in accordance [7]. As noted earlier, the efficiency of the business largely with four levels are summarised in a table (Table 1). depends on how the relations between the communicants Table 1. A helper table template for calculating the empirical value of develop [8]. The prerequisites for the emergence of the Pearson χ2 test positive relations and trust between a specialist and a The level of the studied trait client are the qualifications, experience and skill of the Group ∑ first, the general atmosphere of the institution, the High Sufficient Average Low behaviour of the staff, starting from the reception desk [9]. CG т11 т12 т13 т14 n1 The professional activity of philology students EG т21 т22 т23 т24 n2 (including foreign ones) requires a high level of professionalism, education, professional culture [10]. ∑ т11+т21 т12+т22 т13+т23 т14+т24 n1+n2 Hence, the leading task of higher education institutions is Note: All mij must satisfy the condition – mij≥5. to provide highly professional training for specialists in Based on the data in the Table 1, the empirical value of this industry [11]. In the encyclopaedia of professional the cell criterion is calculated according to the education professional training is defined as a formula (1): 2 combination of special knowledge, abilities and skills, 휒푒푚푝 ( ) qualities, work experience and norms of behaviour that = (1) 2 ensure the possibility of successful work in the chosen 2 1 푘 푛1푚2푖−푛2푚1푖 푒푚푝 푖=1 profession [12]. Scientists understand professional where m1i and휒 m2i are푛 are1푛2 ∑the number푚1푖+ 푚of2 푖respondents in th training as a process that contains a system of the first and second groups distributed according to the i organisational and pedagogical activities [13], which attribute (i=1…4). After calculating the empirical values contribute to the development of a person's professional and the empirical value of , they must be compared knowledge, skills, abilities, norms of behaviour, work with (critical value of2 the criterion), which is 푒푚푝 2 experience and professional readiness, which ensures the obtained2 from the table of critical휒 values of the Pearson χ 푐푟푖푡 possibility of successful work in conditions of a particular test. This휒 value depends on the number of degrees of profession [14]. freedom (df) and the level of significance (p). The number One of the priority areas for improving the professional of degrees of freedom is determined according to the training of philology students is the development of their formula: df=k-1, where k is the number of characteristic professionally significant qualities, in particular levels. Since k=4 is the number of levels of readiness to communicative ones [15], since communicative activity is use academic speech, in our case df = 4-1 = 3. For a determining factor in the effectiveness of professional pedagogical research, the significance level is considered activity [16]. The profession of a philologist belongs to to be p = 0.05. From tables of critical values for df = 3 and = 7,81 professions of the "person – person" type, therefore, the p = 0.05, cell was found. professionalism of a specialist depends primarily on their If the cell 2 < , then the H0 hypothesis on the 휒푐푟푖푡 communicative qualities [17], communication style, on absence of statistical2 differences2 between the results of the 휒푒푚푝 휒푐푟푖푡 the strength of influence on the behaviour of other people students of the control and experimental groups is and integral sensitivity to the object, process, and result of accepted. If > , then the H0 hypothesis on the professional activity [18]. absence of differences2 2 is rejected and an alternative 휒푒푚푝 휒푐푟푖푡 Professional activity takes place in the interaction of its hypothesis H1 is accepted. performers, on the one hand, in contact with related professions, on the other hand, and with the object of activity, on the yet another hand [19]. This predetermines 3. Results and Discussion the attraction of communication (which in turn is a certain To experimentally test the effectiveness of the author's type of activity) in the structure of the professional conceptual model of developing the readiness of philology

22 Academic Language as an Object of Teaching Foreign Languages to Philology Students

students to use academic language, the summative stage However, the final conclusion on the absence of of the pedagogical experiment was carried out at the Taras differences in the development of the components of Shevchenko National University of Kyiv. For this, the readiness to use academic language in the CG and the EG diagnostics of philology students was carried out. The can be drawn only after verifying the statistical processing of diagnostic results allowed to determine the hypotheses. The H0 hypothesis will be formulated as number and percentage of students with the corresponding follows: there are only random differences between the levels of development of each component of readiness to results of the level of development of the motivational use academic language: motivational, cognitive, (cognitive, operational-activity, and reflexive) component operational-activity, and reflexive. These data are in the CG and the EG, obtained at the summative stage of summarised in Fig. 1. the experiment. Alternative H1: hypothesis: there are significant discrepancies between the results of the level of development of the motivational (cognitive, operational-activity, and reflexive) component in the CG and the EG, obtained at the ascertaining stage of the experiment. To calculate the empirical value of criterion according to formula (1), the results of diagnosing the2 development of the motivational component at the 푒푚푝 summative휒 stage of the experiment were summarised in an auxiliary table (Table 2).

Table 2. Auxiliary table for calculating the empirical value of the Pearson χ2 test for the motivational component (summative stage)

The level of the studied trait Group ∑ High Sufficient Average Low Figure 1. Summary results of the summative stage of the experiment in the distribution of philology students according to the levels of CG 16 58 54 32 160 development of the components of readiness to use academic language EG 14 60 56 30 160 As is evident from Fig. 1, in terms of the components of ∑ 30 118 110 62 320 readiness to use academic language, the CG and the EG Calculation of the empirical value of the criterion: do not differ. With regard to the motivational component, ( ) a high level was stated among 10% of representatives of = = 0,27 (2) 2 the CG and 8.75% of the EG; sufficient – in 36.25% of 2 1 푘 푛1푚2푖−푛2푚1푖 푒푚푝 1 2 푖=1 1푖 2푖 philology students in the CG and 37.50% in the EG, Since 0.27<7.81휒 푛 푛( ∑ < 푚 +),푚 the H0 hypothesis is average – 33.75% in the CG and 35.00% in the EG, low – accepted at the summative2 stage2 of the experiment on the 푒푚푝 푐푟푖푡 in 20% in the CG and 18.75% in the EG. The cognitive motivational component.휒 There휒 are no differences component at high, sufficient, and low levels is developed between the students from the CG and the EG. To in equal numbers among representatives of both groups – calculate the empirical value of the χ2 criterion based on 8.75%, 37.5%, and 20%, respectively, on average level – the results of the summative stage of the experiment for in 35% of philology students from the CG and in 33.75% the cognitive component, an auxiliary table was designed in the EG. The results of diagnosing philology students by (Table 3). the operational-activity component indicate an insufficient Table 3. Auxiliary table for calculating the empirical value of the development of readiness to use academic language: a Pearson χ2 test for the cognitive component (summative stage) high level was found in 6.25% of representatives of the The level of the studied trait CG and 7.50% of the EG, sufficient – 20% in the CG and Group ∑ 17.5% in the EG, average – 52.50% in the CG and High Sufficient Average Low 51.25% of the EG, low – in 21.25% of the CG and CG 14 60 56 30 160 23.75% of the EG. The reflexive component of readiness EG 14 60 54 32 160 to use academic language at a high level was diagnosed in 7.5% in the CG and 6.25% in the EG, sufficient – 17.5% ∑ 28 120 110 62 320 in the CG and 20% in the EG, average – 51.25% in the Calculation of according to the formula (1): CG and 52.5% in the EG, low – 23.75% in the CG and 2 21.25% in the EG. There are only small discrepancies 푒푚푝 ( ) = 휒 = 0,1 (3) between the compared values, which indicates the 2 2 1 푘 푛1푚2푖−푛2푚1푖 homogeneity of the selected control and experimental 푒푚푝 푛1푛2 푖=1 푚1푖+푚2푖 Since 휒0.10<7.81 (∑ < ), the H0 hypothesis is groups. The worst developed among philology students accepted at the summative2 stage2 of the experiment on the 푒푚푝 푐푟푖푡 are the operational-activity and reflexive components of cognitive component.휒 There are휒 only random differences readiness to use academic language. between the CG and the EG. Based on the results of

Universal Journal of Educational Research 8(11D): 20-29, 2020 23

diagnostics of the readiness of philology students to use 12.5%. This indicates an increase in motivation for academic language, the frequency indicators for the professional communication among philology students operational-activity component are summarised in an during their studies at a philology university. Among the auxiliary table, based on which the empirical value of the means that were used upon developing the readiness of Pearson criterion is calculated for this component (Table philology students for the use of academic language is to 4). encourage them to be active, to be creatively independent, Table 4. Auxiliary table for calculating the empirical value of the the accumulation of personal experience – dialogical Pearson χ2 test for the operational-activity component (summative stage) forms and methods (discussions, brainstorming, etc.); training technologies. Fig. 3 presents processed results of The level of the studied trait Group ∑ diagnosing philology students from the CG and the EG High Sufficient Average Low according to the cognitive component of readiness at the CG 10 32 84 34 160 stages of the experiment. EG 12 28 82 38 160 ∑ 22 60 166 72 320

Calculation of the empirical value of the criterion: ( ) = = 0,69 (4) 2 2 1 푘 푛1푚2푖−푛2푚1푖 Comparison휒푒푚푝 of푛 1the푛2 ∑ empirical푖=1 푚1 푖and+푚2 푖critical values of the Pearson criterion (0.69 <7.81) proves that the H0 hypothesis is accepted: at the summative stage of the experiment on the operational-activity component of readiness to use academic language, there are no disagreements between the results of philology students Figure 3. Dynamics of changes in the distributions of the results of from the CG and the EG. To calculate the empirical value students from the EG and CG according to the cognitive component of the criterion for the reflexive component of Fig. 4 presents the processed results of diagnosing readiness, the results2 of the summative stage of the 푒푚푝 philology students from the CG and the EG according to experiment are summarised휒 in Fig. 2. the operational-activity component of readiness at the stages of the experiment.

Figure 2. Calculation of the empirical value of the Pearson χ2 test for the reflective component (summative stage) As is evident from Fig. 2, the dynamics of quantitative Figure 4. Dynamics of changes in the distributions of the results of indicators in the control group (in their comparison at students from the EG and CG according to the operational-activity component different stages of the pedagogical experiment) was insignificant: the increase in the results of a high level of Observations of the dynamics of the indicators of the the motivational component was 2.5%, sufficient – 3.75%, operational-activity component of readiness of philology average – 1.25%, the low-level indicator decreased by students from the CG for professional communication 7.5%. This indicates that the motivation for professional showed a decrease in carriers of low and medium levels communication among future foreign philology students by 12.5%. An increase in the indicator of a sufficient level was initially low. was recorded (by 8.75%), and the number of philology In the experimental group, after the introduction of students with a high level had an insignificant increase (by formative measures, the increase in the results of a high 3.75%). Observations of the dynamics of indicators of the level of the motivational component was 16.25%, operational-activity component of readiness in the EG sufficient level – 10%. The indicator of the average level showed its development. There was a sharp decrease (by decreased by 13.75%, and the low-level indicator – by 16.25%) in students with a low level (from 23.75% to

24 Academic Language as an Object of Teaching Foreign Languages to Philology Students

7.5%), which is 3 times less than the initial results. of academic language by the end of the 3rd year is quite Significant increases in the number of students with high noticeable. According to the reflexive component in the and sufficient levels have been recorded (by 12.5% and EG, the increase in the results of the high level of the 30%, respectively). Due to this, the indicators of the component was 12.5%, sufficient level – 28.75%. The middle and low levels decreased by 26.25% and 16.25%, indicators of the middle and low levels decreased by respectively. 26.25% and 15.00%, respectively. This indicates that in The development of the operational-activity component the experimental group, under the influence of formative of readiness in the experimental group was significantly activities, the effectiveness of training philology students facilitated by the introduction of interactive methods into to use academic language increased significantly. the educational process, it was based on the principles of Comparative analysis of frequencies showed more linguistic and interlanguage interaction, pedagogical positive dynamics of changes in the components of cooperation between the teacher and students, where all readiness to use academic language of students from the participants in the educational process became subjects of EG compared to the CG. However, its results cannot serve professional training. The organisation of interactive as the basis for a final conclusion on the reliability of training made provision for the modelling of professional differences between the development of readiness dialogues, the use of computer simulators, etc. Business components at the stages of the experiment in the EG. For games played a special role in the development of the this, statistical hypothesis testing is used. Null hypothesis operational-activity component of readiness. Fig. 5 H0: there are only random differences between the results presents the processed results of diagnosing philology of the level of development of the motivational (cognitive, students from the CG and the EG according to the operational-activity, and reflexive) component in the EG reflexive component of readiness to use academic (CG), obtained at the stages of the experiment. language at the stages of the experiment. Alternative hypothesis H1: there are significant discrepancies between the results of the level of development of the motivational (cognitive, operational-activity, and reflexive) component in the EG (CG), obtained at the stages of the experiment. To compare distributions in related samples (EG indicators at the stages of the experiment are related samples), the nonparametric Kolmogorov-Smirnov test is used. The empirical value of this criterion is calculated according to the following formula:

= | ( ) ( )| (5) Figure 5. Dynamics of changes in the distributions of the results of 푛1푛2 students from the EG and CG according to the reflexive component 푒푚푝 푖 푖 푛1+푛2 where n1 휆and n2 are푚푎푥 the푆 volumes푥 − 푆 푦of the� compared groups In terms of the reflexive component of readiness of (n1 = 160 and n2 = 160); S(xi), S(yi) are accumulated relative frequencies at the ascertaining (x) and control (y) philology students to use academic language, in the CG th the increase in the high level of the component was 1.25%, stages, distributed according to the i attribute (i = 1...4). sufficient level – 8.75%. The indicators of the average and To calculate the empirical values of the low levels decreased by 1.25% and 8.75%, respectively. Kolmogorov-Smirnov λ-criterion, the results are This indicates that even in the control group, the summarised in an auxiliary table, the form of which is effectiveness of preparing philology students for the use given in Table 5.

Table 5. Auxiliary table template for calculating the empirical value of the Kolmogorov-Smirnov λ-test

Level ( ) ( ) ( ) ( ) | ( ) ( )|

푖 푖 ( 푖 ) ( 푖 ) 푖 푖 푖 푖 High (푥 ) (푦 ) 푓 푥 푓 푦 푆(푥 ) 푆(푦 ) |푆(푥 ) − 푆(푦 )| 푚 푥1 푚 푦1 푚 푥1 푚 푦1 ( ) ( ) 푓 푥푖 푓 푦푖 푆 푥1 − 푆 푦1 Sufficient ( ) ( ) 푛1 푛2 ( ) + ( ) ( ) + ( ) | ( ) ( )| 푚 푥2 푚 푦2 푚 푥2 푚 푦2 ( ) ( ) 푆 푥1 푓 푥2 푆 푦1 푓 푦2 푆 푥2 − 푆 푦2 Average ( ) ( ) 푛1 푛2 ( ) + ( ) ( ) + ( ) | ( ) ( )| 푚 푥3 푚 푦3 푚 푥3 푚 푦3 ( ) ( ) 푆 푥2 푓 푥3 푆 푦2 푓 푦3 푆 푥3 − 푆 푦3 Low ( ) ( ) 푛1 푛2 ( ) + ( ) ( ) + ( ) | ( ) ( )| 4 4 4 4 푚 푥 푚 푦 3 4 3 4 4 4 푚 푥 푚 푦 1 2 푆 푥 푓 푥 푆 푦 푓 푦 푆 푥 − 푆 푦 푛 푛

Universal Journal of Educational Research 8(11D): 20-29, 2020 25

For sufficiently large n1 and n2 values (over 40), the the experiment on the motivational component of critical value of the λ-criterion for the significance level p readiness to use academic language do not differ. = 0.05 has a stable value – λcrit = 1.36. If < , Calculation of the empirical value for the EG for the then the H0 hypothesis on the absence of statistical motivational component: = 2,34. Since 2.34> 1.36, 푒푚푝 푐푟푖푡 differences between the results of the group students휆 at휆 the the H hypothesis is rejected and H is accepted: the 0 푒푚푝 1 stages of the experiment is accepted. If > , results of philology students휆 from the EG at the stages of then the H hypothesis on the absence of differences is the experiment on the motivational component of 0 푒푚푝 푐푟푖푡 rejected and the alternative hypothesis H1 is휆 accepted.휆 To readiness to use academic language differ significantly. compare the development of the motivational component To compare the development of the cognitive component of readiness at the stages of the experiment (summative of readiness at the stages of the experiment, additional and control), intermediate calculations were performed for calculations were carried out for the CG (Table 8) and the the CG (Table 6) and the EG (Table 7). EG (Table 9). To calculate the empiric value , the following Calculation of the empirical value of the λ-criterion formula was used: according to formula (5) for the cognitive component: 휆푒푚푝 = 8,944 (6) = 0,45 (8) 푛1푛2 푒푚푝 (it is always used henceforth).�푛1+푛2 Since 0.45 <1.36, 휆the H0 hypothesis is accepted: the results of philology students from the CG at the stages of = 0,67 (7) the experiment according to the cognitive component of Since 0.67<1.36, the H hypothesis is accepted: the 휆푒푚푝0 readiness to use academic speech do not differ. results of philology students from the CG at the stages of

Table 6. Auxiliary calculations of the empirical value of the Kolmogorov-Smirnov λ-criterion for the motivational component of readiness in the CG

Level ( ) ( ) ( ) ( ) | ( ) ( )|

High 16푥푖 20푦푖 푓0.1푥푖 0.125푓 푦푖 푆0.1푥푖 0.125푆 푦푖 푆 푥푖0.025− 푆 푦푖 Sufficient 58 64 0.363 0.4 0.463 0.525 0.063 Average 54 56 0.338 0.3 0.8 0.875 0.075 Low 32 20 0.2 0.125 1 1 0

Table 7. Auxiliary calculations of the empirical value of the Kolmogorov-Smirnov λ-criterion for the motivational component of readiness in the EG

Level ( ) ( ) ( ) ( ) | ( ) ( )|

High 14푥푖 40푦푖 0.088푓 푥푖 푓0.25푦푖 0.088푆 푥푖 푆0.25푦푖 푆 푥푖0.163− 푆 푦푖 Sufficient 60 76 0.375 0.475 0.463 0.725 0.263 Average 56 34 0.35 0.213 0.813 0.938 0.125 Low 30 10 0.188 0.063 1 1 0

Table 8. Auxiliary calculations of the empirical value of the Kolmogorov-Smirnov λ-test for the cognitive component of readiness in the CG

Level ( ) ( ) ( ) ( ) | ( ) ( )|

High 14푥푖 16푦푖 0.088푓 푥푖 푓0.1푦푖 0.088푆 푥푖 푆0.1푦푖 푆 푥푖0.013− 푆 푦푖 Sufficient 60 62 0.375 0.388 0.463 0.488 0.025 Average 56 60 0.35 0.375 0.813 0.863 0.050 Low 30 22 0.188 0.138 1 1 0

Table 9. Auxiliary calculations of the empirical value of the Kolmogorov-Smirnov λ-criterion for the cognitive component of readiness in the EG

Level ( ) ( ) ( ) ( ) | ( ) ( )|

High 14푥푖 38푦푖 0.088푓 푥푖 푓0.238푦푖 0.088푆 푥푖 0.238푆 푦푖 푆 푥푖 0.15− 푆 푦푖 Sufficient 60 70 0.375 0.438 0.463 0.675 0.213 Average 54 38 0.338 0.238 0.8 0.913 0.113 Low 32 14 0.2 0.088 1 1 0

26 Academic Language as an Object of Teaching Foreign Languages to Philology Students

Calculation of the empirical value for the EG for the Calculation of the empirical value for the EG for the cognitive component: EMP. 0.213 and 8.944 and 1.90. operational-activity component: = 3,80. Since 2.34>

= 0,45 (9) 1.34, the H0 hypothesis is rejected푒푚푝 and the H1 hypothesis is accepted: the results of philology휆 students from the EG Since 1.90> 1.36, the H푒푚푝 hypothesis is rejected and the 휆 0 at the stages of the experiment according to the H1 hypothesis is accepted: there are significant disagreements between the results of the development of operational-activity component of readiness differ the cognitive component among students from the EG at significantly. To compare the development of the the stages of the experiment. To compare the development reflexive component of readiness to use academic of the operational-activity component of readiness at the language at the stages of the experiment, additional stages of the experiment (summative and control), calculations were made for the CG (Table 12) and the EG intermediate calculations were performed for the CG (Table 13). (Table 10) and the EG (Table 11). Calculation of the empirical value of the Calculation of the empirical value of the λ-criterion: Kolmogorov-Smirnov λ-criterion: = 0,89 . Since

= 1,19. Since 1.19 <1.34, the H0 hypothesis is 0.89 <1.34, the H0 hypothesis is accepted:푒푚푝 there are no significant differences between the 휆results of philology accepted:푒푚푝 the results of philology students from the CG at the휆 stages of the experiment according to the students from the CG on the reflective component of operational-activity component of readiness to use readiness to use academic language at the stages of the academic language do not differ. experiment.

Table 10. Auxiliary calculations of the empirical value of the Kolmogorov-Smirnov λ-criterion for the operational-activity component of readiness in the CG

Level ( ) ( ) ( ) ( ) | ( ) ( )|

High 10푥푖 16푦푖 0.063푓 푥푖 푓0.1푦푖 0.063푆 푥푖 푆0.1푦푖 푆 푥푖0.038− 푆 푦푖 Sufficient 32 46 0.2 0.288 0.263 0.388 0.125 Average 84 72 0.525 0.45 0.788 0.838 0.05 Low 34 26 0.213 0.163 1 1 0

Table 11. Auxiliary calculations of the empirical value of the Kolmogorov-Smirnov λ-criterion for the operational-activity component of readiness in the EG

Level ( ) ( ) ( ) ( ) | ( ) ( )|

High 12푥푖 32푦푖 0.075푓 푥푖 푓0.2푦푖 0.075푆 푥푖 푆0.2푦푖 푆 푥푖0.125− 푆 푦푖 Sufficient 28 76 0.175 0.475 0.25 0.675 0.425 Average 82 40 0.513 0.25 0.763 0.925 0.163 Low 38 12 0.238 0.075 1 1 0

Table 12. Auxiliary calculations of the empirical value of the Kolmogorov-Smirnov λ-criterion for the reflexive component of readiness in the CG

Level ( ) ( ) ( ) ( ) | ( ) ( )|

High 12푥푖 14푦푖 0.075푓 푥푖 0.088푓 푦푖 0.075푆 푥푖 0.088푆 푦푖 푆 푥푖0.013− 푆 푦푖 Sufficient 28 42 0.175 0.263 0.25 0.35 0.1 Average 82 80 0.513 0.5 0.763 0.85 0.088 Low 38 24 0.238 0.15 1 1 0

Table 13. Auxiliary calculations of the empirical value of the Kolmogorov-Smirnov λ-criterion for the reflexive component of readiness in the EG

Level ( ) ( ) ( ) ( ) | ( ) ( )|

High 10푥푖 30푦푖 0.063푓 푥푖 0.188푓 푦푖 0.063푆 푥푖 0.188푆 푦푖 푆 푥푖0.125− 푆 푦푖 Sufficient 32 78 0.2 0.488 0.263 0.675 0.413 Average 84 42 0.525 0.263 0.788 0.938 0.15 Low 34 10 0.213 0.063 1 1 0

Universal Journal of Educational Research 8(11D): 20-29, 2020 27

Calculation of the empirical value of the a high level was identified in 10% of students in the CG Kolmogorov-Smirnov λ-criterion for the EG for the and 20% in the EG, sufficient level – in 28.75% in the CG reflexive component: = 3,69. Since 3.69> 1.34, the and 43.75% in the EG, average level – in 45% in the CG H0 hypothesis is rejected and the H1 hypothesis is 푒푚푝 and 22% in the EG, low level – 16.25% in the CG and accepted: there are significant휆 disagreements between the 7.5% in the EG. The development of the reflexive results of philology students from the EG at the stages of component at a high level was diagnosed in 8.75% in the the experiment according to the reflexive component of CG and 18.75% in the EG, sufficient level – 26.25% in readiness. the CG and 48.75% in the EG, average level – 50% in the The results of testing statistical hypotheses showed that CG and 26.25% in the EG, low level – 15% in the CG and in the CG at the control stage there were no changes in the 6.25% in the EG. Discrepancies between students from development of the components of the readiness of the CG and the EG were identified between the frequency philology students to use academic language. But in the indices. The motivational component of readiness to use EG the obtained data allowed refuting the null hypothesis academic language is better developed in the EG: high and proving the significance of differences in the and sufficient levels were found in 72.5% of the EG development of the components of readiness to use representatives. Other components of readiness (cognitive, academic language at the summative and control stages. operational-activity, and reflexive) at a high and sufficient This confirms the effectiveness of the implemented levels were developed in 67.5% of philology students conceptual model of developing the readiness of philology from the EG. students to use academic language. To avoid randomness in the conclusions, with the use The data were obtained according to the results of of the Pearson χ2 test, the statistical hypotheses were diagnostics of students from the CG and the EG at the tested. Null hypothesis H0: there are only random control stage of the experiment according to the levels of differences between the results of the level of development of motivational, cognitive, development of the motivational (cognitive, operational-activity, reflexive components of readiness to operational-activity, and reflexive) component in the CG use academic language and are summarised in Fig. 6. and the EG, obtained at the control stage of the experiment. Alternative hypothesis H1: there are significant discrepancies between the results of the level of development of the motivational (cognitive, operational-activity, and reflexive) component in the CG and the EG, obtained at the control stage of the experiment. The critical value of this criterion is the same as at the summative stage: = 7,81 . The procedure for calculating the empirical2 value is the same as at the 푐푟푖푡 summative stage: 휒an auxiliary table is developed, according to which is calculated with the use of the formula (1). To compare2 the results of the CG and the EG 푒푚푝 on the motivational 휒component at the control stage of the Figure 6. Summary results of the control stage of the experiment of the distribution of philology students according to the levels of development experiment, they were summarised in an auxiliary table of the components of readiness to use academic language, CG and EG (Table 14).

Table 14. Auxiliary table for calculating the empirical value of the As is evident from Fig. 6, there are discrepancies 2 Pearson χ test for the motivational component (control stage) between the CG and the EG in terms of the components of readiness to use academic language. According to the The level of the studied trait Group ∑ motivational component, a high level was stated among High Sufficient Average Low 12.5% of the representatives of the CG and 25% of the EG; CG 20 64 56 20 160 sufficient level – 40% of philology students in the CG and EG 40 76 34 10 160 47.5% in the EG, average level – 35% in the CG and 21.25% in the EG, low level – 12.50% in the CG and 6.25% ∑ 60 140 90 30 320 in the EG. The cognitive component was at a high level in Calculation of the empirical value of the criterion: 10% of students from the CG and 23.75% from the EG; ( ) sufficient level – 38.75% in the CG and 43.75% in the EG; = = 16,14 (10) 2 average level – in 37.5% in the CG and 23.75% in the EG; 2 1 푘 푛푖푚2푖−푛2푚1푖 푒푚푝 1 2 푖=1 1푖 2푖 low level – 13.75% in the CG and 8.75% in the EG. The Since휒 16.41>7.81푛 푛 ∑ ( 푚 +>푚 ), then the H1 results of diagnosing philology students according to the hypothesis is accepted at2 the control2 stage of the 푒푚푝 푐푟푖푡 operational-activity component testify to its unsatisfactory experiment on the development휒 휒 of the motivational development in the CG and good development in the EG: component of readiness to use academic language,

28 Academic Language as an Object of Teaching Foreign Languages to Philology Students

students from the CG and the EG differ. To calculate the The calculations are as follows: 2 empirical value of the χ -criterion according to the results ( ) = = 34,22 (13) of the control stage of the experiment for the cognitive 2 component, an auxiliary table was developed (Table 15). 2 1 푘 푛푖푚2푖−푛2푚1푖 푒푚푝 1 2 푖=1 Since휒 34.22>푛 7.81,푛 ∑ the H1 푚hypothesis1푖+푚2푖 is accepted: at the Table 15. Supporting table for calculating the empirical value of the control stage of the experiment on the reflexive Pearson χ2 test for the cognitive component (control stage) component of readiness to use academic language, The level of the studied trait philology students from the CG and the EG differ Group ∑ High Sufficient Average Low significantly. CG 16 62 60 22 160 EG 38 70 38 14 160 4. Conclusions ∑ 54 132 98 36 320 The obtained results of testing statistical hypotheses Calculations according to formula (1): prove that after the formative stage of the experiment, the ( ) control and experimental groups have statistically = = 16,16 (11) 2 significant differences, which is explained by the 2 1 푘 푛푖푚2푖−푛2푚1푖 푒푚푝 1 2 푖=1 1푖 2푖 pedagogical effect in connection with the introduction of Since휒 16.16>7.81푛 푛 ∑ ( >푚 +푚 ), the H1 hypothesis is accepted: the students 2from the2 CG and the EG have the proposed conceptual model of the development of 푒푚푝 푐푟푖푡 significant discrepancies휒 between휒 the results of the philology students' readiness to use academic language. development of the cognitive component of readiness at Consequently, it has been statistically proven that the the control stage of the experiment. Frequency indicators higher results of the development of the readiness of based on the results of diagnostics of the development of philology students for the use of academic language in the readiness of philology students to use academic language experimental groups in comparison with the control for the operational-activity component are summarised in groups is explained by the pedagogical effect in Table. 16. connection with the introduction of formative measures. This confirms the research hypothesis and the Table 16. Auxiliary table for calculating the empirical value of the Pearson χ2 test for the operational-activity component (control stage) effectiveness of the author's conceptual model of developing the readiness of philology students to use The level of the studied trait Group ∑ academic language. High Sufficient Average Low CG 16 46 72 26 160 EG 32 76 40 12 160 ∑ 48 122 112 38 320 REFERENCES Calculation of the empirical value of the criterion: [1] P. De Costa, J. Park, L. Wee. Language learning as linguistic ( ) = = 27,01 (12) entrepreneurship: implications for language education, The 2 1 푛푖푚2푖−푛2푚1푖 Asia-Pacific Education Researcher, Vol. 25, No. 5, 695-702, 2 푘 2016. Comparison휒푒푚푝 푛1of푛2 ∑empirical푖=1 푚1 푖+and푚2푖 critical values of Pearson's criterion (27.01> 7.81) proves that hypothesis [2] O.V. Asadchykh. Teaching Japanese students for academic H1 is accepted: at the control stage of the experiment on purposes: the development of academic literacy, Science and the operational-activity component of readiness to use Education a New Dimension. Pedagogy and Psychology, academic language, there are significant discrepancies Vol. 52, No. 113, 15-19, 2017. between the results of philology students from the CG and [3] J. Gardeazabal. Linguistic polarization and conflict in the the EG. To calculate the empirical value of the χ2 criterion Basque Country, Public Choice, Vol. 149, No. 3, 405-425, for the reflexive component of readiness, the results of the 2011. control stage of the experiment are summarised in the [4] S. Romaine. Planning for the survival of linguistic diversity, auxiliary table (Table 17). Language Policy, Vol. 5, No. 4, 443-475, 2006.

Table 17. Auxiliary table for calculating the empirical value of the [5] J. Yao, J. Han. Bilingual beginning mandarin teachers’ 2 Pearson χ test for the reflective component (control stage) classroom English in Sydney schools: linguistic implications for teacher education, The Asia-Pacific Education The level of the studied trait Group ∑ Researcher, Vol. 22, No. 2, 127-136, 2013. High Sufficient Average Low [6] E. Ulrih-Atena. National linguistic minorities: Bilingual CG 14 42 80 24 160 basic education in Slovenia, Prospects, Vol. 6, No. 3, EG 30 78 42 10 160 430-438, 1976. ∑ 44 120 122 34 320 [7] J. Jaspers. Modelling linguistic diversity at school: the

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excluding impact of inclusive multilingualism, Language [14] K.M. Anderson-Levitt. Significance: recognizing the value Policy, Vol. 14, No. 2, 109-129, 2015. of research across national and linguistic boundaries, Asia Pacific Education Review, Vol. 15, No. 3, 347-354, 2014. [8] X.L. Curdt-Christiansen. Family language policy: sociopolitical reality versus linguistic continuity, Language [15] H. Yang, C. Xiang. Approaches to multiple attribute Policy, Vol. 12, No. 1, 1-6, 2013. decision making based on the hesitant fuzzy uncertain linguistic information and their applications to teaching [9] O.V. Asadchykh. Principles and methods of teaching quality evaluation in higher education, Proceedings of the Japanese academic language to philology students in National Academy of Sciences, India Section A: Physical graduate school, Collection of Scientific Papers Sciences, Vol. 88, No. 4, 577-583, 2018. "Pedagogical Sciences", Vol. 74, No. 1, 96-101, 2016. [16] M. Pérez-Milans. Language education policy in late [10] J.H. Lee, M.J. Ostwald, N. Gu, M. Roberts. Linguistic and modernity: (socio) linguistic ethnographies in the European cultural perspectives on globalised design education, Union, Language Policy, Vol. 14, No. 2, 99-107, 2015. International Journal of Technology and Design Education, 2019, Online available from https://doi.org/10.1007/s10798 [17] F.M. Moore. The role of the elementary science teacher and -019-09544-2 linguistic diversity, Journal of Elementary Science Education, Vol. 20, No. 3, 49-61, 2008. [11] W.M. Berg, J.M. Ross. The linguistic organization of public [18] P. Sutton. Educational language planning and linguistic controversy: A note on the pragmatics of political discourse, identity, International Review of Education, Vol. 37, No. 1, Human Studies, Vol. 5, No. 1, 237-248, 1982. 133-147, 1991. [12] A.H. Fabricius, J. Mortensen, H. Haberland. The lure of [19] Y. Konda, Y. Miura, M. Oi. Causes of academic and internationalization: paradoxical discourses of transnational behavioral difficulties among Japanese-Brazilian students: student mobility, linguistic diversity and cross-cultural cognitive, linguistic and parental education factors, exchange, Higher Education, Vol. 73, No. 4, 577-595, 2017. Multilingual Education, Vol. 5, No. 1, 1-17, 2015. [13] M.F. He, M. Yu. Education for cultural and linguistic [20] G. Wells, Forum: The linguistic construction of expert diversity in the United States in hard times, Curriculum identity in professor-student discussions of science, Cultural Perspectives, 37(2), 205-210, 2017. Studies of Science Education, Vol. 2, No. 1, 151-170, 2007.

Universal Journal of Educational Research 8(11D): 30-36, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.082404

Using Innovations in Training Foreign Language Teachers

Iryna O. Biletska*, Alla F. Paladieva, Halyna D. Avchinnikova, Yuliia Yu. Kazak

Department of Theory and Practice of Foreign Languages, Pavlo Tychyna Uman State Pedagogical University, 20300, Uman, Ukraine

Received August 15, 2020; Revised September 30, 2020; Accepted November 20, 2020

Cite This Paper in the following Citation Styles (a): [1] Iryna O. Biletska, Alla F. Paladieva, Halyna D. Avchinnikova, Yuliia Yu. Kazak , "Using Innovations in Training Foreign Language Teachers," Universal Journal of Educational Research, Vol. 8, No. 11D, pp. 30 - 36, 2020. DOI: 10.13189/ujer.2020.082404. (b): Iryna O. Biletska, Alla F. Paladieva, Halyna D. Avchinnikova, Yuliia Yu. Kazak (2020). Using Innovations in Training Foreign Language Teachers. Universal Journal of Educational Research, 8(11D), 30 - 36. DOI: 10.13189/ujer.2020.082404. Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License

Abstract The main goal of teaching foreign languages is the formation and development of the communicative culture of students, teaching the practical mastery of a foreign language. For future teachers, it is important to be 1. Introduction able to apply not only traditional teaching methods, but also digital technologies. The development of digital In the first half of the 21st century, the range of competence in oneself is impossible without constant technologies available for use in learning and teaching practice. To this end, when preparing future foreign languages has become very diverse, and the way they are language teachers, it is important to create courses that used in educational institutions around the world has include digital technologies. Their integration into the become a natural practice. It can safely be said that now is educational process can form the necessary skills for a time when digital technologies are in the spotlight. further development in a professional environment. To Some researchers call this period “normalised” [1-3]. create the necessary program for future foreign language Digital units exist in the daily life of many people in teachers in the framework of higher education, this study different parts of the world [4], but they are still not was conducted. The statistical data on the formation of the always found in the world of education. However, digital necessary competencies in this century were studied. The tools have long been a feature of the educational world results of research on the introduction of innovative tools in and especially language education. These digital tools are the education system were analysed. A trial program was central to what is an established area of computer-assisted developed using digital technologies in the learning language learning, but are also becoming an increasingly process. Additionally, a number of recommendations have important part of English language teaching in general. In been created for conducting a course with the inclusion of a world where laptops, tablets and computers or mobile digital technologies. Based on these programs and phones are increasingly regarded as the technology of recommendations, it is necessary to conduct a pilot study choice, it can be argued that humanity is at a tipping point that will show the effectiveness of these techniques. If the where the education system must adapt to new result is positive, this program can be applied in higher opportunities. educational institutions. Teaching future foreign language It should be noted that innovative teaching methods teachers can become more effective and modernised with used in the system of the modern educational process in its help. higher education include interactive tools, forms and Keywords Digital Technologies, Higher Education, methods of educational activities in the interactive Pedagogical Tasks, 21st-Century Skills information environment of the university. At the same Universal Journal of Educational Research 8(11D): 30-36, 2020 31

time, the essence and structure of the innovative 2. Materials and Methods educational process in higher education should adequately reflect the nature and speed of social changes in society. For this study, a descriptive and analytical method was The modern content of higher education should be used to study and analyse specialised literature on focused on the use of information technology, the research topics, linguistics, teaching in the digital comprehensive dissemination of interactive, e-learning education system, computer language education, the with access to digital and intellectual resources for the introduction of digital technologies and the Internet in the education process. Also, one of the leading methods of future state. this research was analysis. The selection of individual Expanding and updating the forms of educating a parts, connections based on the dismemberment of the teaching staff is a constant challenge for the education whole made it possible to identify areas in the educational system. Initial and continuing education initiatives system where digital technologies can be used. Studying focused on current topics such as the process of learning a the originality of the organisation of the pedagogical foreign language or the intercultural dimension are process in courses for teaching English, it is possible for becoming more and more widespread. They equally analysis to isolate separately its goals, content, principles, contribute to the expansion of academic freedom of methods, forms, means, control. For this purpose, training institutions and universities offering such programs. Even programs for future teachers of a foreign language were if the Ministry of Education continues to provide guidance studied and analysed. The application of digital on the content of curriculum modules, the institutions technologies in the educational process of European responsible for teaching staff are the ones that set the countries was also studied. Sociological studies and works timetable for the courses, the relationship between theory on the impact of digital technologies on the development and practice, the degree of integration of recent research of skills necessary in a professional environment were findings, or the importance given to certain related studied. academic subjects such as linguistics, psychology, After that, the synthesis method was used – combining pedagogy and civilisation. Such skills, based on personal the results of the analysis in the general research system. experience, cannot be developed in situations other than On the basis of synthesis, an object was recreated as a authentic ones, therefore it is important to include in the system of connections and interactions with the selection curriculum for the preparation of foreign language of the most essential of them. Based on the synthesis, the teachers courses focused on various types of pedagogical main competencies were derived that develop in the practice, as well as types of activities in which work digital environment. A system of classes for future methods are used encouraging the expression of personal teachers of a foreign language for a semester in the subject and social skills, such as self-reliance or teamwork. “English” has been developed. A variable trial program Linguistic, social and cognitive development of learners was developed with the inclusion of digital technologies is closely and directly related to active participation in in the educational process. Additionally, a number of socio-cultural activities [5] and the environment. In this recommendations have been developed for creating a sense, classrooms are not the only places that affect course and conducting classes using digital technologies students’ language development. The digital interaction of and partial online training. Based on these programs and students and teachers that provides opportunities for social recommendations, it is necessary to conduct a pilot study learning can make a positive contribution to the that will show the effectiveness of these techniques. educational process. The growing amount of resources devoted to educational technologies raises an important question: How effective are they? Recent literature 3. Results reviews have shown that many promising innovations In terms of the skills required for learning in present, have not made an impact on student learning as measured the following can be highlighted: literacy, quantitative by reading and math scores. A 2017 review found that thinking, inter/intrapersonal skills, civic awareness, simply giving students access to equipment has a limited professional skills, 21st-century skills that include impact on learning outcomes [6]. A promising finding cooperation, critical thinking, communication or problem from the study is that machine learning equipped with a solving, research skills, digital literacy, creative skills. personalisation component such as adaptive learning The prioritisation of each of the skills among teachers and platforms can be quite effective. Nevertheless, due to the students has been structured as follows: while digital active course of technological progress and the emergence literacy might have been expected to be in the spotlight, of all new types of multimedia and digital technologies literacy followed by 21st-century skills is the most against the background of a change in educational common skill targeted by technological innovation today paradigms, the practice of using these technologies is still (Figure 1). It can be seen that the gap from other skills is ahead of theory. The purpose of this study is to develop a quite impressive. 21st-century literacy and skills account program for teaching future foreign language teachers the for 61% and 58% of educational technology innovation, basics of pedagogy using digital technologies. respectively [7].

32 Using Innovations in Training Foreign Language Teachers

Figure 1. Competencies Necessary for Professional Activity in the 21st Century

narrower one – digital foreign language competence. Digital foreign language competence means the ability to effectively use modern digital technologies in English to solve a wide range of tasks, from every day to professional (educational), taking into account the norms of intercultural communication. Digital competence in English includes 4 main components: digital linguistic competence; digital technical competence; digital multimedia competence; telecommunication competence (Figure 2). So, digital linguistic competence is, first of all, the possession of special vocabulary necessary for working with computer programs and the Internet [8]. Also, this is the possession of a special register of the English language used for communication on the network. Digital multimedia competence is determined by the ability to Figure 2. Components of Digital Competence navigate information flows, to quickly receive, filter, analyse, understand and generate information in various Quantitative thinking rounds out the top three skills that formats (audio, video, graphics, animation, etc.) in innovation in educational technology targets. Importantly, English. Telecommunication competence implies the nearly 70 percent of technological innovation in the ability to effectively and safely use modern research focuses on more than one skill, showing that the telecommunication tools (e-mail, social networks, instant correct use of technology can contribute to the messengers) for remote communication in English. Digital development of a range of skills. This shows that the use technical competence includes the following set of of digital technology to acquire the skills necessary for trainees’ characteristics: confident use of technical devices, further professional activities is essential. It is also software and modern information technologies for solving important to use innovative technologies to learn a foreign a wide range of problems; awareness of the specifics of language and develop pedagogical skills. In the context of the virtual online environment, digital (online) risks and learning a foreign language, it is worth considering a methods of protection against them, as well as the

Universal Journal of Educational Research 8(11D): 30-36, 2020 33

readiness for responsible behaviour on the Internet and and innovative thinking, and helps develop careful handling of technical means. “computational thinking”, that is, reasoning and intuition The Internet offers users a wealth of resources and that helps students develop problems. solution strategies. information. The use of its capabilities in the education In some countries, “computational thinking” is gaining system can significantly accelerate the teaching of a importance in compulsory education. foreign language. The basic set of services may include: The electronic educational environment is designed to  email; teleconferences; video conferencing; provide the student with access to curricula, programs and  the ability to publish one’s own information, create materials from any point where there are appropriate home page and place it on a Web server; communication networks. It allows recording the results  access to information resources; of mastering OOP (object-oriented programming)  reference catalogues; search engines; conversation on disciplines and ensures the interaction of participants in the net. the educational process. Electronic provides the following Mastering communicative and intercultural competence opportunities: a teacher can create courses, filling them is impossible without communication practice, and the use with text files, auxiliary materials, presentations, videos, of Internet resources in a foreign language lesson in this etc.; create glossaries using automatic links to course sense is simply irreplaceable. Digital competence can be materials; change the course content, structure of lecture understood as a set of knowledge, strategies and skills that materials depending on didactic tasks, and also control the enable a person to solve typical emerging problems assimilation of the material using tests based on the related to the digital world in terms of communication, module materials. In order to train future teachers to choice information, writing, etc. using digital support. correctly use digital technologies in a professional Digital competence has an additional dimension related to environment, it is important to implement them in the the nature of technological systems and tools as an object training process. For training future foreign language of knowledge. Coding intellectual activity teaches abstract, teachers, the following variable programme on “English” logical, and structured thinking, promotes autonomous for the semester was developed (Table 1).

Table 1. Training program for future English teachers Format of the Didactic goal Implementation work The full-text File in Word or PDF format of 10-15 pages on a given topic, offered for reading. lecture Searching for, acquiring Video lecture Lecture recorded by a pedagogue and provided in video. knowledge Online video link, which allows organising a chat and receiving feedback from Webinar participants. Analysis of assignments, discussions on problematic issues, group assessment of work Seminar-forum throughout the course or topic. All statements are written, so it is possible to evaluate and analyse the degree of student activity, the weight and validity of the arguments, etc. Joint solution of Seminar-chat Synchronous work on a given topic, limited by the time of a real lesson. educational tasks Virtual seminar in real time with multi-way video and audio communication. Here it is Seminar-webinar possible to watch presentations, upload video and audio files, transfer control to the presenter, etc. Clearly formulated control tasks of different levels for “manual” and automatic Knowledge control Test assignment verification.

34 Using Innovations in Training Foreign Language Teachers

When preparing future teachers using digital of their peers, to give an objective assessment. Thus, in technologies, it is important to set up the process correctly. order to prevent difficulties in the learning process, it is New tools can be an effective way to communicate necessary to take into account the peculiarities of information. But they can also become a hindrance, as the introducing digital technologies into the educational wrong choice of teaching tools or a large overload of them process. Starting from course planning and inclusion of prevents students from focusing on developing skills. In digital technologies in it and ending with competent order to competently integrate digital technologies into the communication with students. All aspects must be studied course of learning English, it is important to consider to prepare future teachers to work with new technologies. some recommendations. Regarding the creation and development of the course, it is worth observing the following requirements: 4. Discussion  technological changes must be added to the educational process gradually; Although traditional teaching methods have been more  combining a large number of training tools without or less similar around the world, adapting learning prior preparation can interfere with the effectiveness strategies and styles to different social, economic and of the process; educational contexts has always been a subject of  planning of the time allotted for the creation and consideration. The rise of technology and computer delivery of an effective course should proceed from applications has affected almost every aspect of daily life existing tools; around the world. This is also the case in education; the  it is necessary to think in advance how the course latter has changed dramatically with the approval of apps might change. that help students improve their writing and speaking abilities, as well as help them develop new skills that What new tools may be needed to cover a specific topic. empower them [9]. The literature review presented in this Integration and complementarity of teaching methods article shows that learning in a virtual environment has must meet the following criteria: it is important to made significant contributions to social change in higher integrate technologies, and not just use them as an education. It does this by providing new media to gain additional learning tool in the course; networked activities should not only complement the objectives of a lesson, access to new knowledge, encouraging dialogue between but also add value. This compensates for the audience and teachers and students, and between students themselves the lack of other tools; it is important to ensure that [10]. It is important to note, however, that teachers should student actions are integrated into the assessment system. be more than just translators for new technologies. They It is also important to consider the following guidelines must integrate the new tools that digital technologies when choosing tools: choose the right tools for the course. provide. The educational process with their help should be Not all tools can provide a sufficiently effective learning organic. outcome. It is important to distinguish between work with The future professional teacher needs to acquire not technology, Internet resources, social networks, etc.; it is only serious scientific background, but also a set of skills necessary to analyse the available resources to see if the that cannot be standardised. However, they are useful in proposed tools will work in the system. atypical educational situations, the solution of which When defining the objectives for the course, a teacher requires creativity, spontaneity, self-confidence, openness should focus on building online assignments and creating to new things, power to adjust. Such an exercise can only social interactivity. Each assignment in the course should be performed in an authentic classroom environment be short enough for all students to focus on and complete where the student will be able to apply the theoretical without distraction. That said, online assignments should principles of foreign language teaching. A recent study by be challenging enough to give the student space for scientists among students preparing for teaching in this reflection. This is especially true for stronger students. area demonstrates the persistence of a state of Online assignments should definitely go beyond what can dissatisfaction due to the insufficient number of hours be done in a book or in class. During the course, an devoted to teaching practice, which are rightly considered important element of consolidating knowledge and to be the main constituent part of initial psychological and practice is the exchange of roles. Students and teachers pedagogical training [11]. should change their roles in the classroom and use digital In addition, its simple organisation is questioned by technology during this exchange. The teacher’s role in students, pointing out the discrepancy between their learning should be kept to a minimum thanks to additional learning needs and the units of study where the practical online assignments. It is important that he helps the classes are held (primary schools and kindergartens student to navigate, but not overburdened with this work. represent a sporadic presence in the future foreign At the same time, the training of teachers in a higher language curriculum). Researchers at universities and educational institution should also not stop. It is important teacher training departments should work closely with to teach students to comment on their work and the work local teaching schools so that trainees can experiment with

Universal Journal of Educational Research 8(11D): 30-36, 2020 35

methods and materials based on the developed curriculum writing it down in their workbook. Only after making sure and contribute through expert feedback to develop and that all new words have been learned, a teacher submits improve the curriculum and create an acceptable on the screen a text of the statement necessary to disclose international standard [12]. The role of language teachers the topic and, if required, illustrative or graphic material. should be reconsidered in order to improve interaction At first, the work proceeds extremely slowly, but as with their students not only on the Internet, but also in real students accumulate vocabulary, the pace of material life situations. In particular, they should take on roles such presentation accelerates, its volume increases, the as organiser, prompter, participant, resource, mentor, proposed text becomes lexically more complicated. consultant, and investigator, rather than the roles of However, even at the end of the lesson, the presence of a supervisor, corrector, and evaluator. Thus, they will dictionary at the bottom of the screen remains, although at increase the level of interaction with their students and the later stages of training there is no need for the teacher facilitate learning. and students to work with it in detail. Students use it on Teachers play different roles in an educational context. their own, trying to translate a chemical text from The effectiveness of their roles depends on more active Ukrainian/Russian into their native language and to interaction with their students in real life and online understand its meaning for themselves. Thus, the main environments. Second, teachers should spend time with idea is that a learner should participate in the learning their students through social media such as Facebook in process, mainly on the basis of “knowledge gaps” in order to build better and less formal relationships with which new information does not conflict with his previous them; this should be in addition to traditional business knowledge in his native language [15]. hours. In addition, teachers should view Facebook as a A good result is the use of virtual flash cards, when a normalised and internalised environment that is no framed name, a term, a keyword appears on the screen, different from real life and should not allow their students which students should explain and instantly check the to leave and avoid interaction. By engaging more actively correctness of their efforts by clicking on the card field with their students, teachers can better understand students’ and thereby turning it the reverse side containing the feelings and gain educational opportunities, which can correct answer. Their use is especially effective for the lead to positive learning experiences. Teachers of the new accelerated memorisation of new words and terms by era must learn to use social media tools, which are now an students [16]. By combining these techniques with digital integral part of human interaction, to interact with their technology, it is possible to achieve the desired result students in a social context, since student development is faster and more efficiently. The pedagogical challenges directly related to active participation in socio-cultural facing future foreign language teachers must organically activities [13]. In fact, ideal interaction with students on interact with their new skills and technologies. social networking sites is the gateway to social and cultural learning in a constructivist environment, enhancing the language learning experience and cognitive 5. Conclusions development of students. Teachers should continue to contribute to their students’ learning by connecting them Based on a thorough analysis of scientific works on the with more knowledgeable people on social media [14]. implementation of innovative technologies in the The study shows that educators should design the educational process, it can be concluded that the educational process in such a way that the introduction of theoretical foundations of innovative teaching methods in digital technologies does not interfere with the main goal higher education are not sufficiently developed. In of learning. For each course, it is important to select addition, new educational technologies and teaching different sets of digital tools, experiment, combining them methods are not sufficiently developed. There are no with familiar teaching methods. effective mechanisms for their practical implementation The process for students is structured differently. At the and optimisation in the educational process of higher very initial stage of learning, when they have a very educational institutions. It is important to note that digital meagre vocabulary, they have to make a lot of effort when competence is one of the necessary for teachers of the new introducing new words. In this case, before the era. This is especially true for English teachers. Learning presentation of a small fragment of the topic, words a foreign language is a time-consuming process. New unfamiliar to students are displayed in turn on the screen, technologies can make it easier. The use of Internet where they are used in a subsequent sentence or definition. resources, various sites, communication programs, social There is a gradual filling of the plate – a kind of networks and other technologies allows finding and mini-dictionary containing the Ukrainian (Russian) word assimilating information faster, develop creative thinking (or term) and its spelling in Arabic, English and French. and consolidate the necessary material. By studying such Multilingual translation is due to the peculiarities of the tools, future educators can integrate them into their school training of the student contingent. A teacher clearly teaching methodology, developing like professionals. pronounces a word several times, and students repeat it, To develop digital skills in future teachers, it is

36 Using Innovations in Training Foreign Language Teachers

important to introduce courses using new technologies leapfrog progress in education, Center for Universal into their educational process. The curriculum developed Education at Brookings, 2019, Online available from https://www.brookings.edu/wp-content/uploads/2019/11/Ed in this study includes a combination of traditional -TechSnapshot-FINAL.pdf. teaching methods and digital technologies. Thanks to this approach, students can more quickly complete the tasks [8] I. Biletska, A. Paladieva. Interactive learning technologies at assigned to them and learn how to correctly apply new theoretical foreign language classes, Option, Vol. 15, 958-970, 2018. tools in their work. [9] A.R. Nurutdinova, V.G. Perchatkina, L.M. Zinatullina, G.I. Zubkova, F.T. Galeeva. Innovative teaching practice: Traditional and alternative methods (challenges and implications), International Journal of Environmental and REFERENCES Science Education, Vol. 11, No. 10, 3807-3819, 2016. [10] L.B. Zane, L. Muilenburg. Design discussion questions for [1] K. Hepp, M.À. Prats Fernández, J. Holgado García. Teacher online, adult learning, Educational Technology, Vol. 40, No. training: Technology helping to develop an innovative and 5, 53-56, 2000. reflective professional profile, Universities and Knowledge Society Journal, Vol. 12, No. 2, 30-43, 2015. [11] A. Petrescu. The development of multiple skills for the foreign language teacher of the XXIst century – current [2] K.E. Ismailova, O.V. Bondareva, L.B. Beloglazova, G.B. training needs, Procedia – Social and Behavioral Sciences, Pokrovskiy. Teaching reading skills to foreign Vol. 76, 643-648, 2013. non-philology students using internet resources during pre-university training, Espacios, Vol. 39, No. 21, 14-25, [12] R. Calabrese, K.E. Russo. A virtual space for effective 2018. language training, Procedia – Social and Behavioral Sciences, Vol. 228, 633-640, 2016. [3] A.N. Zhorabekova, A.B. Toibekova, Z.Z. Torybaeva. Application of innovative technologies forming the foreign [13] S. Aydin. A review of research on Facebook as an language future teacher’s professional competences, World educational environment, Educational Technology Research Applied Sciences Journal, Vol. 22, No. 6, 779-782, 2013. and Development, Vol. 60, No. 6, 1093-1106, 2012. [4] M. Warschauer. Demystifying the digital divide, Scientific [14] S. Aydin. Foreign language learners’ interactions with their American, Vol. 289, 42-47, 2003. teachers on Facebook, System, Vol. 42, 155-163, 2014. [5] J.K. Hall, M. Walsh. Teacher-student interaction and [15] R. Calabrese, B. Dawes. Early language learning and teacher language learning, Annual Review of Applied Linguistics, training: A foreign language syllabus for primary school Vol. 22, No. 1, 186-203, 2002. teachers, Studi di Glottodidattica, Vol. 1, 1-25, 2008. [6] M. Escueta, V. Quan, A.J. Nickow, P. Oreopoulos. [16] T.V. Dychenko, S.B. Bolshanina. Application of Multimedia Education technology: An evidence-based review, Working Technologies in Teaching Chemistry to Foreign Students, Paper, 2017, Online available from http://www.nber.org/pa Materials of the VIII International Scientific Conference pers/w23744. “Innovations and Modern Pedagogical Technologies in the Education System”, Vědecko Vydavatelské Centrum [7] E. Vegas, L. Ziegler, N. Zerbino. How ed-tech can help “Sociosféra-CZ”, pp. 85-97, 2018.

Universal Journal of Educational Research 8(11D): 37-46, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.082405

Current Threats to the Sustainable Development of Ukraine's Higher Education System

Maya Sitsinska1,*, Anatoliy Sitsinskiy1, Vladislav Nikolaiev2, Svitlana Khadzhyradieva2, Igor Hasiuk3

1Department of Coordination of Scientific Events, International Cooperation and Grant Activities, Leonid Yuzkov Khmelnytskyi University of Management and Law, 29000, Khmelnitsky, Ukraine 2Department of Public Administration and Public Service, National Academy for Public Administration under the President of Ukraine, 03057, Kyiv, Ukraine 3Department on Issues of Lawmaking and Scientific Expertise, Leonid Yuzkov Khmelnytskyi University of Management and Law, 29000, Khmelnitsky, Ukraine

Received August 10, 2020; Revised September19, 2020; Accepted November 20, 2020

Cite This Paper in the following Citation Styles (a): [1] Maya Sitsinska, Anatoliy Sitsinskiy, Vladislav Nikolaiev, Svitlana Khadzhyradieva, Igor Hasiuk , "Current Threats to the Sustainable Development of Ukraine's Higher Education System," Universal Journal of Educational Research, Vol. 8, No. 11D, pp. 37 - 46, 2020. DOI: 10.13189/ujer.2020.082405. (b): Maya Sitsinska, Anatoliy Sitsinskiy, Vladislav Nikolaiev, Svitlana Khadzhyradieva, Igor Hasiuk (2020). Current Threats to the Sustainable Development of Ukraine's Higher Education System. Universal Journal of Educational Research, 8(11D), 37 - 46. DOI: 10.13189/ujer.2020.082405. Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License

Abstract The aim of the article is to critically review The novelty of the study is due to a sociological survey of the effectiveness of the processes of reforming Ukraine's public officials in order to determine the expert opinion on higher education system in the light of integration into the key issues. The practical importance is determined by the European educational space. The defining theoretical necessity to outline priority areas to counter the existing concept for the development of higher education in and more potentially dangerous threats to the sustainable Ukraine is its leading role in ensuring the sustainable development of higher education in Ukraine. socio-economic development of the country through the implementation of the inalienable right of citizens to Keywords Education Policy, Higher Education education, obtaining quality educational services, Development, Higher Education System, Sustainable comprehensive intellectual and spiritual development. The Development, Public Administration main research methods are the frequency analysis method and the mathematical statistics methods, which were used to process the data of the questionnaire of public officials. It has been determined that in the conditions of 1. Introduction socio-economic, socio-political, administrative and managerial crisis, increasing competitive requirements for Since Ukraine's proclamation as a sovereign and the higher education system of Ukraine, the leading independent state, the processes of modernisation of the purpose of its modernisation is the formation of new higher education system have been going on. Ukraine's content and quality standards of educational services, accession to the Bologna Process in 2006 led to a which will ensure the maximum integration of Ukraine in systematic review of the legal framework for regulating the world and European educational space. In the context the relations of participants in the educational process, of a sociological survey of civil servants, the circle of revision of state standards of higher education content, threats, the structure of their relationships and sources of establishing new rules and procedures for access to higher origin are outlined, which are the first priorities of the state education in Ukraine, improving the quality of educational administration, aimed at ensuring the sustainable services. As a result, the uncoordinated state policy of development of the higher education system of Ukraine. reforming Ukraine's higher education that consisted of 38 Current Threats to the Sustainable Development of Ukraine's Higher Education System

ignoring its adaptive capacities to the new requirements The results of many years of scientific research and standards of the European education system, which undoubtedly prove [6-10] the leading importance of the were caused by insufficient financial resources, educational policy of the country in the processes of fundamentally different organisational and legal norms of creating new knowledge, effective introduction of new its construction, lack of clear and transparent rules of technologies and innovations in the field of economic functioning educational institutions of different forms of activity in order to ensure sustainable economic ownership, led to the deepening of the systemic crisis in development of society. The recently adopted new version higher education. of the Law of Ukraine “On Higher Education” [11] According to independent statistics [1], the devastating introduces significant changes to the system of processes of destruction of its scientific and technical organisational and legal regulation of the activity of the potential, the decline of science and a significant influx of higher education system of Ukraine, which substantially scientists and teaching staff abroad are deepening in approximates the standards and norms of functioning of Ukraine. According to the Human Development Index, the European higher education system. The main according to the World Economic Forum in 2016, Ukraine innovations are the adaptation to the European norms of ranked 26th among 130 countries in the world, and in the the system of educational and qualification levels, the global competitiveness index in 2016-2017, Ukraine procedure for issuing diplomas of higher education, ranked 85th among 138 countries. Ukraine's European including jointly with foreign HEIs, expanding the integration processes have led to new challenges and autonomy of higher education institutions, the threats to higher education, which are exacerbated by establishment of a national agency for quality of higher competition from higher education institutions education, procedures for accreditation of educational and (hereinafter referred to as HEIs) from foreign countries. In scientific programs, admission rules and regulations to which the higher education system of Ukraine study. As defined in Art. 3 P. 3 of this Law [11], demonstrates the inability to create a decent competition formation and implementation of the state policy in the in the international market of educational services, which field of higher education is ensured by maintaining and is caused by high tuition fees in a number of Ukrainian developing the higher education system and improving its HEIs, corruption, low quality of education, as well as in quality, development of autonomy of institutions, the subsequent emigration of specialists and students due ensuring the development of scientific, scientific and to their inability to find employment with decent pay technical and other activities of higher education conditions. According to independent experts, the number institutions. of Ukrainians in foreign universities in 2014-2015 Conducting this study on the challenges and threats to amounted to 59 thousand, and in the 2015-2016 academic the sustainable development of Ukraine's higher education year – 68 thousand citizens of Ukraine (an increase of system, given its critical state and reform policies to 9,000), among which more than 60% of future students modernise it pursued by the country's government, will have chosen Polish universities. In the 2015-2016 allow to outline directions for finding scientifically sound academic year 30041 Ukrainian students studied in Poland answers to a number of key questions. The research the [2]. authors have organised and conducted will allow outlining The permanent problem for Ukrainian society and priority directions to counter the existing and more higher education is the influx of scientists abroad. Ukraine potentially dangerous threats to the sustainable ranks 54th out of 55 countries that participated in the development of higher education in Ukraine. survey in terms of scientists' outflows. For Ukraine, such an outflow of scientists annually costs 40-90 million UAH for the country's economy. As a rule, scientists mainly 2. Methodology travel to EU countries and the USA. During the years of independence, 45,000 people moved from Ukraine to the The sociological survey was conducted within the United States [3]. According to the state statistics, only framework of research work devoted to the problems of during 2010-2016 there is a catastrophic reduction in the national security in the humanitarian sphere of Ukraine. number of researchers in educational institutions, among The survey was attended by 260 public officials of which there were 11974 doctors of science, and as of 2016, category “B” of nine oblasts of Ukraine from four regions: only 7091 (a decrease of 40, 7%), PhDs (Candidates of Western (124 persons) – Volyn (31 persons), Ternopil (31 Sciences) in 2010 were 46,685 people, and in 2016 – persons), Ivano-Frankivsk (34 persons), Khmelnitsky (28 20208 people (a decrease of 56.7%), and in general, for all persons) oblasts; Central (82 people) – Kyiv (25 people), categories of staff there was a reduction of employees by Zhytomyr (30 people), Poltava (27 people) oblasts; 46.3%. It is worth noting the systematic reduction in the Southern (30 people) – Odessa oblast; Eastern (24 people) number of higher education institutions in Ukraine, which – Kharkiv oblast. in the beginning of 1991 were 910, and in 2016 – 657 Respondents are public officials between the ages of 20 units [4; 5]. and 67 who are administratively involved in the

Universal Journal of Educational Research 8(11D): 37-46, 2020 39

humanitarian field of education and culture. Given the determination of the percentage distribution of responses gender aspect, the distribution of respondents is as follows: by types of threats and by oblasts of Ukraine, conducting 53 male and 207 female (Table 1). The questionnaires a rating on the types of threats identifying the most were formulated in a closed type and provided yes and no important for all oblasts of Ukraine by applying the index answer options, which made it possible to clarify method, nonparametric correlation analysis by subjective considerations of civil servants regarding the determining the coefficient of Kendall with the purpose of presence or absence of threats to the sustainable establishing the fact of presence or absence of correlation development of higher education and to determine based between the investigated types of threats, nonparametric on their expert opinion the priority of existing threats by variance analysis of Friedman and calculating the regional and content distribution. Each question was coefficient of Kendall's concordance with the purpose of characterised by a specific type of threat or source of establishing the harmonised experts` opinion on the threats, namely: quality of educational services; use of questions under study, presence or absence of a significant advanced training techniques; effectiveness of national difference in the judgments of public officials regarding patriotic education; employment opportunities for the existing threats to sustainable development in graduates; professional competence of teachers; the spread education by type and oblast by calculating Q of corruption in higher education institutions; reduction of homogeneity statistics of two binomial samples by the the number of higher education institutions; depreciation formula 1 where: p is the ratio of n (trait value) to N (total of diplomas and status of higher education; interaction sample), with the public; emigration of scientists, HEI teachers P1 − P2 abroad; desire of young people to go abroad for study and Q = employment. P1(1 − P1) P2(1 − P2) (1) + The initial data of the public officials` questionnaire N1 N2 was processed by applying the methods of mathematical statistics: determination of the sample size, establishment according to the requirements of the scientific literature of the required level of accuracy of the study with [12; 13]. The above tasks were accomplished using acceptable error, determination of the confidence interval, StatsoftStatistica 10 [14] computer mathematical and digital codification of data, frequency analysis, statistical complex, Microsoft Excel 2016.

Table 1. Demographic indicators of the studied sample population

Age Sex, number of respondents The name of oblast Region of Ukraine min max Average M F Num Volyn West 23 67 39.8 6 25 31 Ternopil West 23 57 40.8 4 27 31 Ivano-Frankivsk West 21 58 38.9 4 30 34 Khmelnytsky West 25 60 41.6 8 20 28 Kiev Centre 24 67 46.4 7 18 25 Zhytomyr Centre 20 56 33.5 4 26 30 Poltava Centre 29 54 42.8 6 21 27 Odessa South 22 56 38.3 5 25 30 Kharkiv East 24 67 46.7 9 15 24 In total 53 207 260

40 Current Threats to the Sustainable Development of Ukraine's Higher Education System

3. Results and Discussion higher education system is characterised by the presence of crisis phenomena, which destructively affect the An analysis of the distribution of public officials` functioning of higher education in Ukraine (Q = 5.122) responses to the presence or absence of threats to the (Table 2). sustainable development of higher education in their areas Frequency analysis and percent distribution of baseline showed that the most significant at the level of 0.1 is the data allowed to identify which, according to experts, majority of expert assessments of the existence of such threats and sources of their origin are priorities in terms of threats in Ternopil (Q = 6.792), Ivano-Frankivsk (Q = the destructive impact on higher education in Ukraine, and 4.887), Poltava (Q = 3.369) oblasts. Public officials in the which, given the significant majority of affirmative rest of the study areas expressed diametrically opposed answers, were organised by rating. Here are the first three views on this issue, indicating that there is no consensus positions: 1 – impossibility of employment of HEI on the assessment of the presence or absence of crisis graduates; 2 – desire of young people to go abroad to phenomena in the higher education development study with further employment; 3 – emigration of processes of the respective oblasts. In total, out of 260 scientists and teaching staff abroad (Table 3). public officials interviewed, 151 are convinced that the Table 2. Distribution of respondents' answers regarding the presence or absence of security threats to the humanitarian sphere in higher education in area

Number of responses, percentage (%), relative frequency Confidence Q criterion (а=0.1) The name of oblast % interval Yes No Num % yes р (yes) р (no) K=1.64 no Volyn ±14.6 16 15 31 51.6 48.4 0.516 0.484 0.330<1.64 Ternopil ±6.5 24 7 31 77.4 22.6 0.774 0.226 6.792>1.64 Ivano-Frankivsk ±8.4 24 10 34 70.6 29.4 0.706 0.294 4.887>1.64 Khmelnytsky ±14.7 15 13 28 53.6 46.4 0.536 0.464 0.693<1.64 Kiev ±18.8 11 14 25 44.0 56.0 0.440 0.560 -1.100<1.64 Zhytomyr ±14.2 16 14 30 53.3 46.7 0.533 0.467 0.671<1.64 Poltava ±10.7 18 9 27 66.7 33.3 0.667 0.333 3.369>1.64 Odessa 0.0 15 15 30 50.0 50.0 0.500 0.500 0.000<1.64 Kharkiv 0.0 12 12 24 50.0 50.0 0.500 0.500 0.000<1.64 In total ±4.3 151 109 260 58.1 41.9 0.581 0.419 5.122>1.64 * Questionnaire point: Do you think that there are security threats to the humanities sector in higher education in your area?

Table 3. Distribution of respondents' responses on identifying priority types of threats and their sources of security for the humanitarian sphere in higher education (consolidated by Ukraine's oblasts) rank Types of Number of responses, percentage (%), relative frequency Q criterion (а=0,1) Confidence (pount- threats * K=1,64 interval yes no num Yes, % No, % р (yes) р (no) yes) 1 177 83 260 68.1 31.9 0.681 0.319 12.154>1.64 ±3.8 5 2 161 99 260 61.9 38.1 0.619 0.381 7.687>1.64 ±4.6 9 3 120 140 260 46.2 53.8 0.462 0.538 |-2.413|>1.64 ±6.5 --- 4 210 50 260 80.8 19.2 0.808 0.192 24.577>1.64 ±2.3 1 5 176 84 260 67.7 32.3 0.677 0.323 11.857>1.64 ±3.5 6 6 172 88 260 66.2 33.8 0.662 0.338 10.695>1.64 ±4.1 7 7 152 108 260 58.5 41.5 0.585 0.415 5.373>1.64 ±5.1 10 8 181 79 260 69.6 30.4 0.696 0.304 13.373>1.64 ±3.7 4 9 164 96 260 63.1 36.9 0.631 0.369 8.485>1.64 ±4.5 8 10 186 74 260 71.5 28.5 0.715 0.285 14.974>1.64 ±3.5 3 11 208 52 260 80.0 20.0 0.800 0.200 23.601>1.64 ±2.4 2

In total 1907 953 2860 ------

* Hereinafter types of threats: 1 – quality of educational services; 2 – teaching methods; 3 – national-patriotic education; 4 – employment of HEI graduates; 5 – professional competence of teachers; 6 –corruption in HEIs; 7 – reduction of the HEIs number; 8 – depreciation of diplomas and status of higher education; 9 – interaction with the public; 10 – emigration of scientists; 11 – the desire of young people to go abroad to study.

Universal Journal of Educational Research 8(11D): 37-46, 2020 41

Table 4. Significance of Kendall correlation coefficients between the investigated indicators of security threats to the humanitarian sphere in higher education of Ukraine (according to the survey of public officials, n = 260, v = “yes”) Types of 1 2 3 4 5 6 7 8 9 10 11 threats 1 -0.239 -0.289 0.418 -0.100 0.516* 0.239 -0.149 -0.289 -0.239 -0.100 2 -0.239 0.069 0.214 0.418 -0.039 -0.214 0.134 -0.311 -0.179 0.418 3 -0.289 0.069 0.069 0.346 0.261 0.311 0.516* 0.267 0.449 0.346 4 0.418 0.214 0.069 0.418 0.810* 0.179 0.134 0.069 0.214 0.418 5 -0.100 0.418 0.346 0.418 0.516* 0.239 0.671* 0.346 0.418 1.000* 6 0.516* -0.039 0.261 0.810* 0.516* 0.463* 0.241 0.261 0.386 0.516* 7 0.239 -0.214 0.311 0.179 0.239 0.463* 0.356 0.311 0.571* 0.239 8 -0.149 0.134 0.516* 0.134 0.671* 0.241 0.356 0.516* 0.624* 0.671* 9 -0.289 -0.311 0.267 0.069 0.346 0.261 0.311 0.516* 0.449 0.346 10 -0.239 -0.179 0.449 0.214 0.418 0.386 0.571* 0.624* 0.449 0.418 11 -0.100 0.418 0.346 0.418 1.000* 0.516* 0.239 0.671* 0.346 0.418 * Kendall's correlation coefficient is significant at p <0.05.

Another important issue in this study is understanding interaction between the state and the public (r = 0,516 p the structure of the relationship between existing threats <0,05); emigration of competitive scientists abroad (r = based on the evaluative judgments of public officials, 0.624 p <0.05). which may characterise a specific causation between them, It should also be noted that the level of corruption in the and accordingly one of which can be classified as a source HEI is significantly related and, in authors` opinion, of the other (Table 4). influences the quality of education (r = 0,516 p <0.05), In authors’ opinion, poor quality of higher education is which determines: the ability of graduates to continue to a leading, complex threat to the sustainable development successfully work (r=0.810 p<0.05); professional career of higher education in Ukraine. The quality of higher and qualifications of teachers (r=0,516 p <0,05); education depends on many factors, but, as the results of development of a network of higher education institutions the correlation analysis show, its correlation with the state (decrease, increase of their number) (r=0,463 p<0,05); the of corruption in the HEI of Ukraine is significant (r = level of desire of young people to get higher education at 0,516 p <0.05). As it has been defined above, the leading home (r=0,516 p<0.05) In addition, Friedman's analysis of threat to the sustainable development of higher education variance and Kendall's coefficient of concordance of in Ukraine is the systemic problems with graduates' 0.654 (Table 5) gave ground for asserting a sufficient employment, and which, in the opinion of experts, are level of agreement of experts' opinions regarding the closely linked to corruption in the HEIs, which in turn assessment of the presence or absence of certain types of significantly affects the quality of higher education (r = threats to the sustainable development of higher education 0.818 p <0.05). Another major threat is the desire of in Ukraine. young people to pursue higher education in foreign Table 5. Results of Friedman's analysis of variance and Kendall's educational institutions with further employment in these concordance on the results of public officials’ questionnaires countries, which is functionally correlated with the n professional competence of teachers of HEIs (r = 1,000 p X ∑ σ n/n i(rank) Xi() rank Xi X <0.05), the depreciation of diplomas and the status of i=1 higher education. = 0.671 p <0.05), a state of corruption in Volyn 5.363636 59.00000 20.18182 4.771125 the HEIs (r = 0.516 p <0.05). Ternopil 8.090909 89.00000 23.72727 3.797128 Third in the rating of threats were processes related to Ivano-Frankivsk 8.045455 88.50000 22.63636 3.981777 the emigration of scientists abroad, which significantly correlated with the processes of depreciation of diplomas Khmelnytsky 4.818182 53.00000 19.81818 3.655631 and status of higher education (r = 0,624 p <0,05) and the Kiev 2.045455 22.50000 14.72727 1.793929 decrease in the number of higher education institutions (r Zhytomyr 5.272727 58.00000 19.90909 3.448320 = 0,571 p < 0.05). It is important to understand the Poltava 5.681818 62.50000 20.36364 3.354779 reasons for the devaluation of diplomas and the status of higher education in Ukraine, and within the questions Odessa 3.363636 37.00000 17.09091 3.448320 posed, they may, on the basis of established dependencies, Kharkiv 2.318182 25.50000 14.90909 2.022600 be the subjective factors that characterise the quality of Friedman analysis of variance Х2 (N = 11, df = 8) = 57.58502, p the educational process in the HEIs of Ukraine: <0.00000 national-patriotic upbringing of youth ( r = 0.516 p <0.05); Concordance coefficient = .65438. Average rank r = .61981 professional competence of teachers (r = 0,671 p <0,05);

42 Current Threats to the Sustainable Development of Ukraine's Higher Education System

Rating of oblasts based on the significant majority of phenomena in the higher education system are relevant affirmative responses of public officials to the combined (Table 6). presence of threats to the sustainable development of According to civil servants, the most pronounced crisis higher education in their oblasts makes it possible to state processes are observed in Ternopil (Q=22,612), Poltava that in all the studied areas the threats and crisis (Q=19,854), Khmelnitsky (Q=15,632) oblasts (Fig. 1).

Table 6. Rating assessment of oblasts of Ukraine by the aggregate presence of threats and sources of their emergence in the humanitarian sphere in higher education of Ukraine Q criterion Number of responses, percentage (%), relative frequency Confidence Rank The name of oblast (а=0.1) interval (point-yes) Yes No Num Yes, % No, % р (yes) р (no) K=1.64 Volyn 222 119 341 65.1 34.9 0.651 0.349 11.408>1.64 ±3.1 6 Ternopil 261 80 341 76.5 23.5 0.765 0.235 22.612>1.64 ±2.1 1 Ivano-Frankivsk 249 125 374 66.6 33.4 0.666 0.334 13.269>1.64 ±2.8 4 Khmelnytsky 218 90 308 70.8 29.2 0.708 0.292 15.632>1.64 ±2.7 3 Kiev 162 113 275 58.9 41.1 0.589 0.411 5.833>1.64 ±4.0 8 Zhytomyr 219 111 330 66.4 33.6 0.664 0.336 12.264>1.64 ±3.1 5 Poltava 224 73 297 75.4 24.6 0.754 0.246 19.854>1.64 ±2.4 2 Odessa 188 142 330 57.0 43.0 0.570 0.430 4.979>1.64 ±3.9 9 Kharkiv 164 100 264 62.1 37.9 0.621 0.379 7.885>1.64 ±3.9 7 In total 1907 953 2860 ------

Figure 1. Level of threats to the humanitarian sphere in the field of higher education of Ukraine in the studied areas: 1 – Volyn obl.; 2 – Ternopil obl.; 3 – Ivano-Frankivsk obl.; 4 – Khmelnitsky obl.; 5 – Kiev obl.; 6 – Zhytomyr obl.; 7 – Poltava obl.; 8 – Odessa obl.; 9 – Kharkiv obl.

Universal Journal of Educational Research 8(11D): 37-46, 2020 43

Assessing the studied areas from the point of view of a each oblast by significance indicates their different validly confirmed number of threats, it is advisable to priority in terms of destructive influence on the processes state that the level of danger is high and critical in eight of sustainable development of higher education, that is, oblasts of Ukraine out of nine investigated (Tables 7; 8), their decomposition structure has a pronounced regional because, according to experts, in their oblasts, there are 7 factor, but at the same time the authors emphasise that the to 10 threats to the sustainable development of higher three leading threats identified by them remain for all education. It should be noted that the ranking of threats in areas under study (Tables 7, 8).

Table 7. Distribution of existing threats and sources of their occurrence in the humanities in higher education in the studied regions of Ukraine

Presence of threats (yes, no). Q criterion (а=0.1). K=1.64 The name of The region of 1 2 3 4 oblast Ukraine Q (yes vs Yes, Q (yes vs Yes, Q (yes vs Yes, Q (yes vs Yes, no) no no) no no) no no) no Volyn West 2.373 yes 3.111 yes -2.373 no 11.623 yes Ternopil West 9.619 yes 2.373 yes 0.994 --- 11.623 yes Ivano-Frankivsk West 4.072 yes 3.317 yes -1.273 --- 9.290 yes Khmelnytsky West 3.718 yes 2.126 yes 0.000 --- 8.282 yes Kiev Centre 1.859 yes 1.100 --- 0.364 --- 2.661 yes Zhytomyr Centre 3.566 yes 4.412 yes -2.052 no 7.657 yes Poltava Centre 9.634 yes 3.369 yes -1.060 --- 12.126 yes Odessa South 1.351 --- 0.671 --- -2.052 no 9.174 yes Kharkiv East 2.302 yes 1.505 --- 0.744 --- 3.160 yes

5 6 7 8 The name of The region of oblast Ukraine Q (yes vs Yes, Q (yes vs Yes, Q (yes vs Yes, Q (yes vs Yes, no) no no) no no) no no) no Volyn West 1.672 yes 4.756 yes -0.994 --- 3.899 yes Ternopil West 11.623 yes 9.619 yes 2.373 yes 11.623 yes Ivano-Frankivsk West 4.072 yes 4.072 yes 0.000 --- 4.887 yes Khmelnytsky West 8.282 yes 5.648 yes 0.693 --- 4.625 yes Kiev Centre 0.364 --- -1.100 --- 2.661 yes 2.661 yes Zhytomyr Centre 1.351 --- 4.412 yes 2.786 yes 2.786 yes Poltava Centre 6.429 yes 9.634 yes 5.265 yes 6.429 yes Odessa South 4.412 yes -0.671 --- 0.671 --- 1.351 --- Kharkiv East 0.744 --- -0.744 --- 3.160 yes 3.160 yes

9 10 11 --- The name of The region of Q (yes vs Yes, Q (yes vs Yes, Q (yes vs Yes, oblast Ukrainr ------no) no no) no no) no Volyn West 1.672 yes 6.792 yes 11.623 yes ------Ternopil West 5.708 yes 5.708 yes 11.623 yes ------Ivano-Frankivsk West 2.606 yes 5.782 yes 9.290 yes ------Khmelnytsky West 2.893 yes 6.839 yes 16.794 yes ------Kiev Centre 1.859 yes 2.661 yes 3.529 yes ------Zhytomyr Centre 2.786 yes 6.412 yes 7.657 yes ------Poltava Centre 4.262 yes 5.265 yes 9.634 yes ------Odessa South 0.671 --- 0.671 --- 2.052 yes ------Kharkiv East 2.302 yes 4.110 yes 5.197 yes ------

44 Current Threats to the Sustainable Development of Ukraine's Higher Education System

Table 8. Rating grouping of existing topical threats to humanitarian security in higher education in the studied oblasts of Ukraine The name of The level Type of threat (ranking by priority) Total number oblast of danger 1. Young people leave the country to study abroad; 2. Employment of graduates of HEIs; 3. The emigration of scientists; 4. Corruption in HEIs; 5. Degradation of Volyn 9 High diplomas and status of higher education; 6. Teaching methods; 7. Quality of educational services; 8. Public interaction; 9. Professional competence of teachers. 1. Young people leave the country to study abroad; 2. Degradation of diplomas and status of higher education; 3. Employment of graduates of ZVO; 4. Professional Ternopil competence of teachers; 5. Quality of educational services; 6. Corruption in ZVO; 7. 10 Critical Interaction with the public; 8. The emigration of scientists; 9. Reduction of the amount of ZVO; 10. Teaching methods. 1. Young people leave the country to study abroad; 2. Employment of graduates of HEIs; 3. The emigration of scientists; 4. Degradation of diplomas and status of higher Ivano-Frankivsk 9 High education; 5. Corruption in HEIs; 6. Professional competence of teachers; 7. Interaction with the public; 8. Quality of educational services; 9. Teaching methods. 1. Young people leave the country to study abroad; 2. Employment of graduates; 3. Professional competence of teachers; 4. The emigration of scientists; 5. Corruption in Khmelnytsky 9 High HEIs; 6. Degradation of diplomas and status of higher education; 7. Interaction with the public; 8. Quality of educational services; 9. Teaching methods. 1. Young people leave the country to study abroad; 2. The emigration of scientists; 3. Degradation of diplomas and status of higher education; 4. Reduction of the number of Kiev 7 High HEIs; 5. Graduate employment; 6. Quality of educational services; 7. Interaction with the public. 1. Young people leave the country to study abroad; 2. Employment of graduates; 3. The emigration of scientists; 4. Corruption in HEIs; 5. Teaching methods; 6. Quality of Zhytomyr 9 High educational services; 7. Reduction of the number of HEIs; 8. Degradation of diplomas and status of higher education; 9. Public interaction. 1. Employment of graduates; 2. Quality of educational services; 3. Departures of young people abroad; 4. Corruption in HEIs; 5. Professional competence of teachers; 6. Poltava 10 Critical Degradation of diplomas and status of higher education; 7. The emigration of scientists; 8. Reduction of the number of HEIs; 9. Public interaction; 10. Teaching methods. 1. Employment of graduates; 2. Professional competence of teachers; 3. Departure of Odessa 3 Moderate young people to study abroad. 1. Young people leave the country to study abroad; 2. The emigration of scientists; 3. Reduction of the number of HEIs; 4. Degradation of diplomas and status of higher Kharkiv 7 High education; 5. Graduate employment; 6. Quality of educational services; 7. Interaction with the public.

The conducted research convincingly proves that the system of Ukraine, these measures are necessary and higher education system of Ukraine is in crisis, and its require regulation. However, the implementation of these sustainable development is complicated by the existing measures will not produce the expected results without threats and factors that are the source of their emergence. significant improvement in the material, technical, The statistics presented by the authors on the quantitative financial, information, etc. provision of scientific process, features of the destructive processes occurring in the creation of decent conditions for remuneration of the higher education system are in full agreement with the teaching staff, social protection of students, the opinion of the surveyed public officials, which gives implementation by the state of planned, systematic reason to conclude that the state administration have activities to guarantee the implementation of the right to adequately assessed the state of affairs in the field of employment for graduates of HEIs. The Government does higher education. The content of the reform efforts of the not conduct such measures, the strategy of long-term country's government to modernise the higher education development of higher education and science in view of system by European and world standards makes it its integration into the concept of sustainable economic possible to state that the creation of new governance development of Ukraine is a priori absent, and the structures on the quality of education, the extension of provisions and tasks of higher education development, powers and autonomy of higher education institutions, the defined in a number of state documents, are declarative regulation of the content and standards of higher and formal and, in authors’ opinion, in the current state of education, etc. do not fully comply with the requirements affairs of the country will not be implemented for a long and standards of threats to the sustainable development of time. higher education in Ukraine. In addition, there is a fact that there is no state strategic It should be noted that, as part of the overall strategy for planning and forecasting of indicators for which it is the sustainable development of the higher education expedient to evaluate the effectiveness of the processes of

Universal Journal of Educational Research 8(11D): 37-46, 2020 45

sustainable development of higher education in Ukraine, research of the labour market, formation of guarantees by its quality, and only an attempt to translate this problem the state for graduates of HEIs with respect to their further into the primary link of the higher education system – an employment, establishment of economically justified educational institution – is observed. Another major factor norms of the state order for training of specialists in the in the emergence of crises in the higher education system relevant specialities. The development of a new current is corruption, which, under the socio-economic conditions strategy requires immediate revision – a comprehensive of today, is, first of all, extremely low salaries for teaching program for combating corruption in higher education staff, which does not concern the heads and administration institutions of Ukraine. First of all, it concerns measures of the HEI, government policy pursued by the government, to detect corruption among senior management of HEIs, the state of the citizens' legal consciousness, is persons holding administrative, executive positions in insurmountable. At present, every institution of higher public administration bodies. It is necessary to education has formally proclaimed the fight against conceptually rethink the basics of quality assurance of the corruption in the educational and scientific process, educational and scientific process, which should reflect falsification and academic plagiarism in scientific research, the procedural certainty of the procedures for assessing which is enshrined in the orders and orders of managers, the quality of educational activity of young people in but in fact these shameful phenomena are widespread. accordance with the content and standards of the There is also insufficient interaction between the state respective specialities, the quality of staffing, creating and non-governmental organisations to work with student conditions for students to conduct independent research youth, parents on identifying and reporting to law activities, combating academic plagiarism and borrowing, enforcement agencies about corruption in higher compliance of higher education standards with education institutions in Ukraine. Thus, it should be educational qualification levels of labour market acknowledged that the economic crisis, the requirements. unprofessionalism of the country’s government, the political involvement of certain socially active segments of the population, the total control over the country by oligarchic-criminal groups will not allow a priori to REFERENCES change the situation in the field of higher education in the near future. [1] Police of Ukraine ranked in 2016-2017 Global Competitiveness Index. Economic Discussion Club. Online available from edclub.com.ua/analityka/pozyciya-ukrayiny- v-reytyngu-krayin-svitu-za-indeksom-globalnoyi-konkurent 4. Conclusions ospromozhnosti-2. The conducted research makes it possible to state with [2] O. Slobodjan, Je. Stadnyj. Ukrainian students abroad: how confidence that the government policy of modernisation much and why? CEDOS Analytical Center, 2017. Online available fromcedos.org.ua/uk/osvita/ukrainski-studenty-za of the higher education system of Ukraine does not fully -kordonom-skilky-ta-chomu. meet the urgent needs of society and the state and is not able to fully ensure effective counteraction to the existing [3] L.P. Chuprij. Conceptual principles of the national security policy of the Ukrainian state in the humanitarian sphere, threats to the sustainable development of higher education. Political Management, No. 1/2, 35-41, 2013. In this context, it is necessary to identify the main directions of state policy, which require a first-rate [4] Number of employees involved in the implementation of research and development by category. Online available scientific and theoretical substantiation and further from regulatory support. Current state policy and relevant http://www.ukrstat.gov.ua/operativ/operativ2017/ni/kpno_k strategic programs for the development of higher p/kpno_kp_u.htm. education in Ukraine should be aligned with [5] During the years of independence, the number of universities socio-economic realities, be based on deep scientific in Ukraine will be reduced by one third. Online available research, have clearly defined benchmarks and predictive from indicators for evaluating the effectiveness of http://www.unn.com.ua/uk/news/1654377-kilkist-vnz-v-ukr implementing measures for the development of higher ayini-za-roki-nezalezhnosti-skorotilas-na-tret. education. [6] R. Barro. Economic growth in a cross section of countries, The strategy of higher education development must be The Quarterly Journal of Economics, Vol. 106, No. 2, based primarily on the principle of “education for human”, 363-394, 1991. the rule of observance and protection of the rights of the [7] J. Benhabib, M.M. Spiegel. The role of human capital in teaching staff for decent pay and social guarantees, taking economic development: evidence from aggregate into account the intellectual, spiritual requests of society cross-country data, Journal of Monetary Economics, No. and the fullest possible satisfaction of the needs of citizens XXVIII, 143-173, 1994. and the state, establishment of interaction with employers, [8] R. Barro, X. Sala-i-Martin. Economic Growth, MIT Press,

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Cambridge, 1998. current version as of 01.01.2018. Online available from http://zakon5.rada.gov.ua/laws/show/1556-18. [9] S. Rebelo. Long-run policy analysis and long-run growth, Journal of Political Economy, Vol. 99, No. 3, 500-5011, [12] A.I. Orlov. Ekonometrika, Jekzamen, Moscow, 2002. 1991. [13] A.I. Kobzar. Applied mathematical statistics. For Engineers [10] T.W. Schultz. Capital formation by education, Journal of and Research Workers, Fizmatlit, Moscow, 2006. Political Economy, Vol. 68, No. 6, 571-583, 1960. [14] A.A. Halafjan. STATISTICA 6. Statistical Analysis of Data, [11] Law of Ukraine “On Higher Education”: 1556-18, in force, Bynom-Press, Moscow, 2007.

Universal Journal of Educational Research 8(11D): 47-55, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.082406

Social Technologies for Innovative Development Management of Technical University

Vladimir V. Mayer1,*, Marina N. Filatova1, Vadim O. Dovbysh2

1Department of Philosophy and Socio-Political Technologies, National University of Oil and Gas “Gubkin University”, 119991, Moscow, Russian Federation 2Department of Marketing and Public Administration, Industrial University of Tyumen, 625000, Tyumen, Russian Federation

Received August 15, 2020; Revised September 29, 2020; Accepted November 20, 2020

Cite This Paper in the following Citation Styles (a): [1] Vladimir V. Mayer, Marina N. Filatova, Vadim O. Dovbysh , "Social Technologies for Innovative Development Management of Technical University," Universal Journal of Educational Research, Vol. 8, No. 11D, pp. 47 - 55, 2020. DOI: 10.13189/ujer.2020.082406. (b): Vladimir V. Mayer, Marina N. Filatova, Vadim O. Dovbysh (2020). Social Technologies for Innovative Development Management of Technical University. Universal Journal of Educational Research, 8(11D), 47 - 55. DOI: 10.13189/ujer.2020.082406. Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License

Abstract The innovative resources of the university University, Education are formed on the basis of the managerial competencies of individual management structures. The relevance of the study resides in structuring of the requirements for strategic development at the university based on an understanding of the labour market demand. Each university has a deferred 1. Introduction demand for the training of specialists, and thus satisfaction Globalisation drivers, their impact on general trends in of demand is possible only if additional education the development of economy, the integration of domestic programs are implemented, which negatively affects the science and education in the global scientific and employers` expenses. The novelty of research is educational space, the growth of the intellectual and determined by the fact that the innovative development spiritual potential of society, the preparation of a new management of the university should be carried out not generation of people, the use of modern information only on the basis of the fulfilment of key indicators. The technologies that require innovative development of authors show that when overcoming crisis phenomena, education, fundamental changes, aimed at improving its there is a need for the formation of socially responsible quality and competitiveness [1]. The development of the educational institutions that not only implement a plan to education system and the labour market today requires saturate the market with specialists, but also contribute to new conditions for unification and functioning, the maintaining the intellectual potential of society. The paper introduction of an innovative culture in the field of indicates that the preservation of innovative potential is education [2]. The quality of modern education depends possible only with the strategic design of the proposed on a combination of the educational process, modern activities. Practical significance is determined by the need scientific research, and innovation in higher education [3]. to form a potential restoration of disrupted production and Despite the positive changes in the education scientific ties between countries based on the results of the development, numerous problems are still present in this crisis. The influx of new ideas and specialists generates area [4]. So, at the present stage of the development of innovation, which raise the possibility of the regulation of universities, a significant problem is the formation of innovative markets and the creation of highly productive insufficiently effective mechanisms for interaction jobs. between authorities, educational institutions, employers, Keywords Formalization, Innovation, Structure, trade unions, professional associations for the purpose of 48 Social Technologies for Innovative Development Management of Technical University

training and vocational training, which significantly limits competition and without any restriction, in the absence of the employment opportunities of graduates of educational methods for working with poorly trained students at the institutions, reduces the cost efficiency of training school level, with a functional focus on mass, continuous personnel, slows down the innovative development of training of specialists, reduces the quality of qualified both higher education institutions and the economy as a specialists graduated from large state educational whole [5]. institutions [16]. The following factors significantly complicate the development of universities: economic and political instability; demographic decline; weak material and 2. Materials and Methods technical base of universities; insufficient level of autonomy of universities; inefficiency of the system of The resolution of existing problems and the formation economic mechanisms for resource support of educational of strategic tasks facing the national education system in activities; decline in the quality of education and a drop in modern economic and sociocultural conditions is the level of knowledge and skills of students [6]. Now impossible without a targeted progressive growth of there is a real problem of the inconsistency of the modern universities, which will be based on appropriate labour market demand and the needs of the higher conceptual foundations [17]. The concept of innovative education system development. The educational paradigm development of a higher educational institution is a requires significant modernisation [7, 8]. In addition, holistic and systematic understanding of the directions of significant problems are associated with budget financing development of a university, the definition of strategic of education, the limited volume, inefficient and imperfect goals and objectives of universities, ways to increase its use of existing financial resources of universities [9]. competitiveness in the market of educational services The use of non-government sources of funding for through the use of modern technologies and best practices universities is quite limited for various reasons. The from leading universities [18]. obstacle to financial assistance to education from The concept of innovation-driven development of a enterprises and financial institutions is the lack of university determines the prerequisites, purpose, transparency in the budget process both at the level of principles, tasks, and mechanisms of university individual educational institutions and at the district or development for the long term [19]. The concept of city level [10]. It is difficult for public organisations or innovative development of a university should be based charitable foundations to enter into contractual relations on the principles of: scientificity, flexibility, efficiency with educational institutions, since they cannot hire and complexity [20]. The aim of the university’s employees to perform professional tasks [11]. The use of innovative development management concept is to education lending mechanisms is also limited [12]. Also, determine the strategic goals of the university’s activities the need to update the material and technical base of and ways to increase its competitive ability in the universities causes a significant dependence of educational services market through the use of modern educational institutions on funds that come as tuition fees technologies and best practices of leading universities of from students [13]. individual countries and the world, taking into account the The situation is created when the struggle of higher basic principles of the development of domestic higher education institutions for their own viability led to the education, its integration into the global educational space commercialisation of public educational institutions, and The Bologna Process. The formation of the tasks of which is dangerous for the higher education system [14]. the concept must be carried out according to the This inevitably led to a decrease in the requirements for components of the innovation-driven development of applicants, the quality of education, and the loss of the traditionally high level of vocational training of graduates universities, which will improve the effectiveness of the [15]. Admission of contractors, practically without university for each component and in general (Table 1).

Universal Journal of Educational Research 8(11D): 47-55, 2020 49

Table 1. The main tasks of the concept of innovative development of universities Components of the innovative The main objectives of the innovative development of the university development of the university  ensuring compliance of the university with the provision of educational services with state standards, European requirements for the quality of training of specialists and labor market demand;  intensification of the educational process due to the widespread introduction of information Educational process development and communication technologies;  involvement of representatives of employers, leading scientists and practitioners in the formation of the content of educational programs;  development of the effectiveness of the quality control system for training and diagnostics of the quality of students' knowledge.  improving the effectiveness of research and development; Research activities development  expanding the interaction of universities with public authorities, local authorities to solve research problems.  development of competency-based characteristics, improving the quality level of the scientific and teaching staff; Employee development  creating a system of motivation for scientific and pedagogical workers by introducing differentiation in remuneration;  creating an effective internship system for scientific and pedagogical workers.  updating the scientific and technical base of the university in accordance with domestic and Material-and-technical international standards; development  updating the material base of the educational process.  the formation of social values and spiritual guidelines in educational and scientific processes; Social development  providing conditions of self-realisation for a person in accordance with its abilities, social and personal interests.  promoting the development of international partnerships in the field of educational, scientific, technical and innovative activities; International relations  creation of joint programs for students to receive a double European diploma and improve the development quality of language training of students;  ensuring the participation of universities in international programs, conferences, holding representative international forums in universities.  ensuring the financial stability of universities;  diversification of sources of financing for universities; Economic development  efficient use of available university funds;  improving the effectiveness of marketing activities of the university.  implementation of the latest information technologies and software in all areas of the Information development university.  modernisation of the university structure in accordance with changes in the national system of Organisational development higher education and in the context of the integration of the global educational space;  improvement of the university management system.  ensuring the formation of a positive public image of the university;  ensuring a positive academic reputation of the university in educational programs in the Image development country and abroad;  ensuring confidence in the labour market in the assigned qualifications.

Financial support for the implementation of the concept of a model for monitoring the innovative development of is carried out at the expense of the state budget, funds of a university by its components (Figure 1). individuals and legal entities, proprietary funds of the The first stage involves the assessment of the university, investments of national and foreign investors, educational services market. At this stage, the analysis of international technical and financial assistance programs, the main indicators and development trends of the higher as well as other sources not prohibited by law. In the education system is carried out, in particular, the number authors` opinion, the concept of innovative development of students, institutes and expenses for higher education. of a university should contain the following sequence of At the second stage, the competitive position of the stages: assessment of the market for educational services; university in the educational services market is determining the competitive position of the university in determined. Universities can be evaluated at the local, the market of educational services; development of state, regional, continental and global levels. Each rating methodological tools for assessing the innovative provides specific goals and has corresponding target user development of a university; formation of a university groups. There are different types of ratings used to innovative development strategy; development of a determine the best universities in the Russian Federation: mechanism for managing the innovative development of a university ratings from “QR”; university rankings from university; assessment of the effectiveness of the UNESCO; university rankings from "RAS"; world innovative development of the university; implementation university rankings from the Times; university ratings in

50 Social Technologies for Innovative Development Management of Technical University

Scopus; university ratings at Webometrics Ranking; TOP a mechanism for managing the innovative development of 200 universities. To determine the competitive position of the university is being developed, including the formation the university, it is necessary to analyse the place of the of a set of measures, principles, methods, levers, and tools university in the ratings during the period of study. necessary for the implementation of the main provisions At the third stage, the development of methodological of the concept of innovative development of universities. tools for assessing the innovative development of the The next step is the selection of criteria for evaluating university is carried out, including the selection of the effectiveness of the implementation of the concept of assessment methods and the creation of a data bank of managing the innovative development of a university, indicators for calculating the innovative development of each of which is characterised by a number of indicators. the university according to the necessary components. At Thus, the functioning of a modern university in a market the fourth stage, the development of a university economy requires constant systematic dynamic innovative development strategy is underway. The theory transformations, reorganisation of its subsystems within and practice of strategic management has not yet reached the strategic goals set by the university to ensure proper development due to difficult economic conditions, sustainable innovative development. Therefore, the vital lack of funds for the implementation of innovative objective of improving the university’s management projects and processes, scientific technologies. Only 30% system is to create conditions for the implementation of of universities systematically implement strategic stable innovative development by rationalising and management of an educational institution and have a clear integrating all processes in the management system and unique mission. At this stage, the strategic goals of the developing an effective mechanism for innovative university’s activities, the university’s management tasks development. This is explained, on the one hand, by the are determined taking into account problem situations, and multitude of multilevel goals of objects and control objectives are set that contribute to achieving the goal of subjects, which should have a high level of consistency, the university’s innovative development concept and and on the other hand, by the complexity of their implementing its management strategy. At the fifth stage, harmonisation.

Figure 1. Stages of the formation of the concept of managing innovative development of a university

Universal Journal of Educational Research 8(11D): 47-55, 2020 51

3. Results and Discussion teaching aids that correspond to the current level of science. A university as a system operates in a dynamic Studying the development directions of higher environment, so timely reaction to changes is the basis for education financing for the countries of northern Europe ensuring the principle of flexibility of universities. (Sweden, Finland, Denmark and Norway), their common Changes in the external and internal environment require a features are determined. Based on the contractual system quick adjustment of the development strategy, which will of agreements between governments and universities, ensure the effectiveness of the university. A lack of higher education is financed in Finland within the attention to situational planning of competitive behaviour medium-term budgeting for a three-year period. The leads to crises, a decrease in the student body, and a proposed system allows setting specific tasks for decrease in reputation. universities, and then checking their implementation. The principle of complexity makes it possible to Funding for higher education depends on the actual consider complex objects in inextricable unity, number of master's and doctor's degrees awarded by the interdependence and mutual influence of all structural university (76% of the basic appropriations) and the size elements: goals, objectives, principles, methods, forms, of the university (19%). In addition, there are special trust organisation, functioning mechanism. This principle funds for financing priority branches of scientific research, makes it possible for objects amenable to managerial earmarking for leading research (as assessed by the influence to determine the degree of correspondence of Academy of Finland) and outstanding teaching work (as each other to all components of the system, the assessed by FINHEEC, the state body for assessing the effectiveness of the functioning of its various structures. quality of teaching and learning). Higher education in Using the principle of complexity makes it possible to Denmark is financed on the basis of “development systematically approach the development of all areas of contracts” between universities and the government the university. (Ministry of Education), which identify priorities for The principle of effectiveness provides for the universities in the field of education and research. complementarity of the results of universities with In addition, the contracts denote such indicators as: established goals. It is not only about comparing the improving the activities of universities, improving results and goals of the university, but also about the working conditions and training, increasing management efficiency of using budget funds. Consequently, it is efficiency, using information technologies, increasing advisable to consider the effectiveness of universities in management efficiency, maintaining educational facilities, terms of both their social significance for society and the libraries, and the like. These “development contracts” are position in market relations, which provides an concluded for a period of four years, with the possibility assessment of their economic and technological of annual revision, the basis of which is the university’s effectiveness. proposals regarding the goals and objectives of its The construction of modern management of the activities. innovative development of the university requires Financing of higher education from the state budget in consideration of the existing theoretical, methodological Norway is carried out in the form of grants, which are and practical planes on which its formation is based. In used to finance the ongoing work of universities and this context, it is important to analyse the dominants of the capital expenditures. Grants for universities are modern paradigm, which reveal the logic of innovative determined on the basis of the number of students. development. A clear understanding and understanding of Financial support for students is provided on the basis of the category of the mechanism of innovative development, scholarships and educational loans of the State Bank. A the ratio and role of its individual elements is important to characteristic feature of the Northern countries mentioned ensure the effective operation of universities. above was a decrease in state influence and In modern scientific economic literature, there is no decentralisation of decision-making in higher education. consensus on the essence of the concept of "mechanism of In most industrialised developing countries, funding is innovative development". In order to determine the allocated based on input from the educational system. content of this category, in the authors` opinion, it is Moreover, the methodology used to calculate the cost has advisable to first consider the essence of the term an important impact on the incentives of the institution. “mechanism”. The term “mechanism” comes from the The principle of scientifical attitude provides for the Greek word “mēchanē” – a weapon, a machine. This formation of specific goals, setting goals, content and concept today has the following basic meanings: a device methods for solving any problem using the scientific for transmitting and transforming movements, which is a research. This principle provides for the use of the latest system of bodies (links), in which the movement of one or achievements in pedagogy, psychology, economics, more bodies (leading) causes certain movements of the management, and the disclosure of cause and effect remaining bodies of the system; mechanisms are different relationships of phenomena, processes, events, the in design and purpose, form the basis of most machines, inclusion of scientifically verified knowledge in the devices and other technical equipment; an internal device,

52 Social Technologies for Innovative Development Management of Technical University

a system of something, for example, a control mechanism. organisational, motivational and financial approaches, The Great Explanatory Dictionary of the modern methods and principles of forming an innovation policy Russian language defines the “mechanism” as a device that ensure the university’s competitive ability, the level transmitting or transforming movement, internal structure, of its socio-economic development and the quality of a system of something, as well as a set of states and educational services. The mechanism should contain processes that make up a certain (including economic) interrelated principles, methods, levers that are aimed at phenomenon. In the dictionary of foreign words, achieving the strategic goals and mission of the university. “mechanism” is defined as a set of intermediate states or Based on the theoretical studies, it is possible to identify processes of any phenomena. In economics, the concept of the main components of the university’s innovative “mechanism” came from technology, as it became development mechanism (Figure 2). necessary to describe social and production processes in their interaction. Moreover, in some cases, a mechanism is understood as a set of states of a system, for example, a “financial mechanism” (a set of states of a financial system); “Mechanism of socio-economic development” (a set of socio-economic conditions of the economic system); in others - the main engine of development (the main element of the structure of the system, especially its interaction with other elements, etc.). A brief economic dictionary describes the concept of “mechanism” as a sequence of states of processes that define any actions, phenomena; system, device that determines the order of any type of activity. In the economic encyclopaedia, the term “mechanism” is interpreted as a system or method that determines the order of a certain type of activity, some links and elements that bring them into action. The latest interpretation of the concept of “mechanism” was proposed by Nobel laureates L. Hurwitz and co-authors. Having developed the most generalised Figure 2. Components of the mechanism of innovative development of a definition of a “mechanism” that can be applied to any university interaction of economic entities, they consider this interaction as a strategic game (a game, in this case, a The effective mechanism for the innovative description of how players (economic entities) will behave development of the university begins with effective and what any set of actions will lead to) and define the organisational steps, which are the basis of the mechanism as a form of this game. "Mechanism" is organisational component of the mechanism and includes defined as a category, as both an organised and organising the construction of a system of relationships between the system of events, phenomena, processes, which obeys the structural elements of the mechanism and the laws, has a goal, a certain structure, with which the goal is establishment of relationships between all departments of achieved. the enterprise. The mechanism, as an economic category, is a tool that The economic component of the university’s innovative ensures the progressive development of the object, which development management mechanism is responsible for is subjected to the driving force of environmental factors. the strategic management of the university’s innovative Its structure and content change in the process of development and is associated with the formation of goals, development of social production. Therefore, the term programs, projects taking into account the economic “mechanism” in most cases is used in a process sense with condition of the university, the study of the educational a specific word, for example, a control mechanism, a services market, the use of modern marketing tools and counteraction mechanism, a development mechanism. In ensuring the effective implementation of the university’s most cases, scientists, offering their interpretation of the budget activities. The list of paid services that can be category “mechanism”, focus only on the constituent provided by higher education institutions that belong to elements of this complex category. That is, the public and municipal ownership makes it possible to interpretation of the concept of “mechanism” is carried qualify these services in such main areas: out with an emphasis on its various aspects, but all  the field of educational activity (preparation in researchers are unanimous that the mechanism is a excess of the state order within the licensed volume complex, multifaceted system. in accordance with agreements concluded with Thus, the mechanism for managing the university’s individuals and legal entities, students and cadets of innovative development is a complex system that includes non-military higher educational institutions of civil

Universal Journal of Educational Research 8(11D): 47-55, 2020 53

aviation, sea and river fleet (hereinafter - students, residence; the provision of vacant specially equipped cadets), graduate students and doctoral students; dormitory rooms for temporary residence during the training, re-training, advanced training of personnel, holidays, etc.); training for citizens to receive postgraduate The formation of the economic component of the education in excess of the state order within the university’s innovative development management licensed volume; preparation for admission to higher mechanism will enable it to successfully commercialise educational institutions and other educational the results of its Research and Advanced Development institutions);  the field of scientific and scientific-technical activity (and effectively use its main and auxiliary resources for (carrying out scientific-research, design and commercial purposes; successfully develop and experimental, design-and-engineering, technologic, implement innovative technologies, spin-offs (spin-out) search and design-search work; carrying out enterprises and launch start-ups companies (getting diagnostics, standardisation and certification of economic benefits from it); to form an entrepreneurial technological processes, equipment and materials, vision and entrepreneurial skills (character traits), to find metrological support, technical protection of and effectively use entrepreneurial opportunities in their information; implementation, production and sale of educational and scientific activities. research, industrial, scientific, scientific-technical, The financial support of the higher education system is innovative products, machinery, equipment, associated with the formation and use of financial instruments and equipment manufactured using resources of higher education institutions of various forms proprietary technologies, etc..); of ownership and includes: self-financing, budget  the field of international cooperation (provision of financing, and lending. Financial regulation of the higher organisational, protocol-informational, consulting education system is carried out through financial services, translation services, except for cases when instruments and methods of distribution of financial such services are provided to a person who works or resources, on the basis of which the economic interests of studies at an educational institution and is sent by subjects of the educational services market are such educational institution for training, internship or implemented. Commercialisation of educational services work abroad for budgetary funds and the like); necessitates a systematic accounting of direct, indirect,  healthcare and recreation, leisure, tourism, physical associated and total costs of all types of services. Planning education and sports (providing accommodation, and calculation of total costs per unit of services can be recreation and rehabilitation in youth and youth carried out using matrix models that allows controlling the camps, sports camps, tourist camps, sanatoriums, structure of all types of costs at any stage of the process. dispensaries, boarding houses, tourism and The use of the motivational component of the university’s recreation, including transportation; provision for innovative development mechanism will make it possible temporary use of sports equipment and accessories, to create an innovative culture and motivation for the personal items, leisure items, if this is not provided innovation activity of each particular person at a strategic for in the curriculum and does not apply to activities level, to choose rational solutions to problems, on a financed from the general fund of state and local tactical level to form motives for innovative activities in budgets and the like); the most effective areas, and at the operational level to  household services (construction, repair and arrangement of housing, household facilities and control the formation of the system motives and incentives, premises; remodelling, maintenance, diagnostics, adjust the direction of motivation. The functional commissioning, re-equipment of household, component of the mechanism is to determine the totality computer, telecommunications, peripheral, copying, of steps and managerial decisions aimed at achieving office equipment, teaching aids, instruments, certain goals of the university's innovative development. equipment and multifunctional equipment, photo, Based on the study, the authors believe that the television, video, audio equipment; production, sale university’s innovative development mechanism should and repair of metal products and the like); contain the following elements: subject, object, methods,  housing and communal services (the provision of instruments, tools, principles, functions, purpose, tasks, specially equipped houses and premises on the influence factors, and the mechanism support system balance of educational institutions for temporary (Figure 3).

54 Social Technologies for Innovative Development Management of Technical University

Figure 3. The structure of the university innovative development management mechanism

Thus, the increasing pace of scientific and technological educational institution, and the management system of progress, the intensification of innovative processes in the higher educational institutions is a form of embodiment of global economic system encourage business entities, managerial relationships in the educational sphere. including higher education institutions, to constantly Innovative development depends on many factors, in introduce the achievements of science and technology into particular on the construction of effective economic their own activities, to accelerate processes, to use new mechanisms that provide comprehensive support and technologies and innovative methods management. interest in the effective use of existing financial resources Despite the difficult economic conditions, universities in and attract new ones through the creation of favourable the Russian Federation also face the strategic task of conditions. The innovative development of a higher familiarising themselves with innovative processes with educational institution should be built systematically, the goal of successfully integrating into the global taking into account state conditions and the institution's environment and enhancing their own competitive ability. own capabilities, to regulate innovative processes. The effectiveness of the university’s innovative development processes depends on a streamlined mechanism for managing these processes and the coordinated interaction of the individual components of the mechanism. REFERENCES [1] K.C. Granado, O.R. Romero, M.E.C. Rodríguez. Using information management tools in university libraries, effect 4. Conclusions on scientific activity: Case study, Revista Interamericana de Bibliotecologia, Vol. 42, No. 2, 141-157, 2019. The investigated components of the innovative [2] E. Simancas-González, M. García-López. Communication development of a higher educational institution make it management in Spain public universities, Profesional de La possible to establish that the innovation-driven Informacion, Vol. 26, No. 4, 735-744, 2017. development of a university should be aimed at: [3] K. Wakisaka, E. Tabata, K. Tsunekawa, T. Matsuoka. A developing and improving national and regional study on maintenance management method about inspection innovation system; effective and rational use of the and evaluation of facilities in National University, AIJ university’s intellectual resources, the formation of a Journal of Technology and Design, Vol. 21, No. 47, 333-338, sustainable intellectual potential that can initiate and 2015. implement innovative projects of various complexity and [4] H.J. Schuster. A management training model for university focus; commercialisation of scientific ideas, original administrators, Wirtschaft Und Wissenschaft, Vol. 22, No. 4, innovative projects; expanding the range of jobs and 14-20, 1974. practice bases for students, employing students through [5] S. Melián-Gonźlez, J. Bulchand-Gidumal. Good moves, the creation of firms and joint ventures, including with mistakes and unexpected events in an initiative to improve universities in other countries; raising the level of public management in the ICT service provision at a entrepreneurial culture and training qualified personnel in university, International Review of Administrative Sciences, the field of small and medium-sized businesses. Vol. 75, No. 2, 271-291, 2009. Based on the analysis of special economic literature and [6] C.A. Adams. Sustainability reporting and performance existing approaches to the definition of “management”, it management in universities: Challenges and benefits, was established that the effective management of the Sustainability Accounting, Management and Policy Journal, educational process and the introduction of innovations Vol. 4, No. 3, 384-392, 2013. depend on the existing management system in a higher [7] R. Kennedy, J. Harvey, D. Gursansky. The response by

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Universal Journal of Educational Research 8(11D): 56-62, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.082407

Modern Innovative Pedagogical Technologies in Art Education

Iryna V. Yefimenko1,*, Olena M. Yakymchuk1, Nataliia Ye. Kravtsova2, Halyna I. Sotska3, Anatolii M. Korol4

1Department of Musicology, Instrumental Training and Choreography, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, 21000, Vinnytsia, Ukraine 2Department of Vocal and Choral Training, Theory and Methods of Music Education, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, 21000, Vinnytsia, Ukraine 3Ivan Ziazun Institute for Teacher Education and Adult Education of the National Academy of Pedagogical Sciences of Ukraine, 04060, Kyiv, Ukraine 4Department of Fine Arts, Pavlo Tychyna Uman State Pedagogical University, 20300, Uman, Ukraine

Received August 10, 2020; Revised September 18, 2020; Accepted November 20, 2020

Cite This Paper in the following Citation Styles (a): [1] Iryna V. Yefimenko, Olena M. Yakymchuk, Nataliia Ye. Kravtsova, Halyna I. Sotska, Anatolii M. Korol , "Modern Innovative Pedagogical Technologies in Art Education," Universal Journal of Educational Research, Vol. 8, No. 11D, pp. 56 - 62, 2020. DOI: 10.13189/ujer.2020.082407. (b): Iryna V. Yefimenko, Olena M. Yakymchuk, Nataliia Ye. Kravtsova, Halyna I. Sotska, Anatolii M. Korol (2020). Modern Innovative Pedagogical Technologies in Art Education. Universal Journal of Educational Research, 8(11D), 56 - 62. DOI: 10.13189/ujer.2020.082407. Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License

Abstract The innovation of education allows the use Formation, Development of new technologies and teaching methods that allow memorising significant amounts of information and contributing to the shaping of a specialist who, in turn, will be able to implement the knowledge obtained in the social environment. The social significance of art education 1. Introduction development makes it possible to raise the general level of At the modern stage of social development, which is cultural advancement. The novelty of the study is characterised by globalisation and integration, an increase determined by the fact that pedagogical technologies in the availability of information resources, means of cannot often be considered as part of the learning process. communication, and the rapid development of According to the authors, a significant part of modern technological innovations, a broad foundation is being educational technologies is aimed only at ensuring that created for the development of modern updated education students can acquire a certain amount of knowledge and paradigm. This ensures the shaping of a highly apply it in their practical activities. Innovative technology professional, competent art critic of a new generation, makes it possible to educate students (or other trainees) to capable of comprehending traditional works and the latest the level where they can apply the same pedagogical achievements of artistic science. Such specialist will be technology for further learning in life. This forms a deeper able to generate new ideas, work creatively in a team, use level of discipline knowledge and increases the potential innovative approaches during educational activities in the level of skill. The practical significance of the study lies in renewed school [1]. the application of teaching technologies for the all-round In accordance with the requirements of the modern and harmonious development of the individual and information-oriented society, new trends are emerging in establishment of a civic position based on an independent the system of higher art education – general trends assessment of artistic works of both fined art an popular art. characteristic of the educational space development [2, 3]. Keywords Education, Artistic Skill, Structure, Smart education is one of the main educational trends in Universal Journal of Educational Research 8(11D): 56-62, 2020 57

modern higher education, since it most accurately reflects independence in searching and digestion of information, the current priorities for education development [4]. In the introducing technological innovations into pedagogical English language, the lexical item “smart” corresponds to practice, generating new ideas, knowledge, and many different translation options, which are based on developing creative skills. So, in the concept of modern such meanings as smart, technological, efficient [5]. The education in South Korea, seven basic skills of a modern term was coined in the context of aerospace technologies, specialist are defined: critical thinking and problem which were marked by the transition to new materials and solving; creativity and innovation; cooperation and their innovative possibilities, as well as advances in the leadership; intercultural understanding; communication; field of electronics and information technology [6]. In the literacy in the field of information and communication practice of educational activities, the overwhelming technologies; career and life skills. majority of teachers identify the concept under In the framework of the study, the global educational consideration with the usage of technological innovations trends highlighted in the Forbs magazine are especially and interactive teaching methods that contribute to the valuable and correlated with the provisions of the Concept development of professional competencies in future of modern education: specialists based on a systemic multidimensional vision  prevalence of distance learning technologies; and study of disciplines, taking into account their  personalisation and unification of education in order multidimensionality and continuous content updating [7]. to increase motivation; The intensive introduction of modern technologies,  “gamification” of education (using game situations services and Internet resources has led to a new stage in in the learning process); the development of the information space, which today is  introduction of interactive textbooks that ensure the designated by the term “smart society”. It received special multidimensionality of the modern educational publicity after the Seoul G20 Summit (2010), during environment; which strategic directions for the development of smart  “interactive immersion” in the virtual world. technologies in the world’s major economies (Germany, In line with the problem under consideration, we note South Korea, the Netherlands, etc.) were announced [8]. that the process of informatisation of education Smart society is characterised by rapid changes in the presupposes a radical restructuring of the entire education external environment, adaptation to new conditions, and independent development. In accordance with this, the system. Changing the structure of the educational process, tasks of higher education are also changing, which forming other methodological and didactic foundations, consists in preparing specialists with creative potential, providing a competency-based approach, which requires capable of living in modern conditions of the information from art teacher not only a system of knowledge of society, able to work in a new way, changing the nature of scientific theories, ideas and concepts of art, but also key interaction [9]. The goal of smart learning is to provide competencies. Smart education has become a “new future art experts with the skills necessary to carry out philosophy of education”, which involves generation of effective professional activities in a digital society and new ideas and knowledge, development of critical rapid economic development [10, ]11 . thinking, creativity, digital literacy, intercultural The implementation of modern education is ensured by competence, ability to collaborate and compete in the the use of technological innovations and the Internet, modern digital space [13]. which contribute to the search for new types of In theoretical and scientific thought, the basic principles communication, collaboration and interaction between of smart education are formulated [14]. First, the use of teachers and students [12]. Thanks to the unification of information in the educational program that meets the higher education institutions, the provision of free access most important needs of our time, in order to solve to content, the joint activities of teachers to organise educational problems. The modern globalised society is flexible, interactive learning, innovative education was characterised by the rapid growth of information flow. created. That is why the existing teaching materials require systematic updating in order to prepare students for solving practical problems in future professional activities 2. Specifics of Concepts and Principles [15]. Secondly, the organisation of independent research, of Smart Education project activities of students. Scientists place an emphasis on the crucial importance of this very principle in the The concept of modern education is the development of process of preparing specialists for creative professional an intellectual teaching environment, ensuring the activity, independent and research work. Thirdly, the continuous development of the competencies of learning process should be continuous and provide for participants in the educational process by means of training in a professional environment, using the means of technological innovation. The concept of smart education professional activity. Fourth, the organisation of implies mobility of learning, flexibility in the use of professional interaction with specialists. During the didactic material, a variety of multimedia tools, the educational process, students should interact with 58 Modern Innovative Pedagogical Technologies in Art Education

professionals in order to gain positive experience. Fifth, teacher of art: ensuring prompt communication with providing ample opportunities for the flexibility of students; use of information and communication training individualised training and study of educational programs tools; various types of multimedia; application of and courses [16]. technological innovations; creation of a network for the Taking into account the above principles, we can note exchange of information between other educational that smart education constitutes a new educational institutions and the establishment of cooperation with paradigm that ensures the development of competencies colleagues, including foreign ones; an increase in the of future art experts for flexible, creative interaction in volume of independent and group work; combining real modern society and thus serves as an important tool for and virtual space. In the course of the study, it was found shaping the readiness of specialists in the art industry to that the expansion and renewal of the activities of art innovate. history teacher in the conditions of modern education, respectively, sets new tasks for mastering innovative teaching technologies. 3. Features of the Development of The focus of education on a competence-based Innovative Competence of a Teacher approach, in our opinion, helps to maintain the correspondence of educational conditions to the needs of of Art Specialties modern society, caused by dynamic economic The transition to a new paradigm of smart learning development and information explosion. The predetermines new requirements for an art teacher who is competence-based approach is based on the essence of the aware of his role in a digital society, constantly improving concept of “competence”, which is also often equated himself, his own personal and professional qualities, uses with competency. Competency is defined as a certain rule, flexible, non-standard approaches to learning, and is also the norm of the student’s educational training. capable of adapting to fast-paced living conditions. The Competence is the high level of competency, which organisation of innovative education provides for the presupposes highly developed personal qualities of the creation of educational activities for the independent student and work experience. Competency is referred to as acquisition of knowledge, skills and abilities by young a structure, characterising a competent teacher as a people. The function of the teacher in the context of smart specialist who has inherent in-depth knowledge of a education is high-quality content navigation, rather than specific subject of a university education [13]. The the broadcast of ready-made truths and the transfer of competence of a future teacher must be formed during knowledge. professional training in the field of knowledge of that In the process of scientific research, it was found that science, which is the main subject of his future the new philosophy of education entails the expansion and professional activity. renewal of the teacher's functions. Meeting the In the process of scientific inquiry, it was found that requirements of the updated school, the activities of an art now of significant interest of scientists are issues of the teacher should be of a consultative nature. A modern formation of professional competence of a specialist as an teacher is a mentor who coordinates the cognitive process important condition for the smart society functioning. of students, ensures the improvement of educational Modern research has proven that the world’s leading material, constantly takes care of increasing creative countries (USA, England, Germany, France) are activity and professional and pedagogical qualifications. characterised by the shift in emphasis on the requirements The platform of smart education provides art teachers of a modern worker: the social values of his personal with new opportunities to improve their professional and qualities come to the fore. American sociologists have pedagogical competence. Thanks to the wide access to the developed a model of a “competent worker”, in which an knowledge from all over the world, teachers have the attempt is made to highlight a wide range of individual opportunity to freely exchange experiences and ideas, pay psychological qualities of a specialist, which, in our more attention to self-education, personalise the course of opinion, correspond appropriately to the requirements of study in accordance with its purpose and the individual modern society: discipline, independence, communication, characteristics of students, save time. Determining the striving for self-development. In the context of the subject global strategies for the smart society development, one matter, such quality as the ability to self-improvement, more feature of the activity of a modern teacher is which presupposes a process of independent learning, in identified, which is introduced on the Internet through the which a person perceives the rules, transforms them at the presentation of his own experience: portfolio; web pages; subconscious level, taking into account developed abilities counselling; video lessons, web conferences; master and needs, is of particular importance. classes; distance learning; web projects, virtualisation of Based on today’s realities and the requirements of scientific research [17]. modern society, the leading task of the professional and In the conditions of smart learning, new perspectives of pedagogical training of specialists in foreign language professional and pedagogical activity open up for a education is the formation and development of personality, Universal Journal of Educational Research 8(11D): 56-62, 2020 59

capable of subject-subject interaction in the process of  the ability to self-reflection and self-correction of organising a foreign learning space, creating an their own innovative activities. intellectual creative atmosphere, using innovative The innovative competence of a teacher of art educational technologies. In accordance with this, the specialties determines the use of updated, more effective importance of the innovative component of the forms, methods, means of teaching art history and, professional and pedagogical competence of the future accordingly, allows to achieve qualitatively new results of teacher is significantly enhanced, which allows us to mastering art history, obtained as a result of the emphasise the role of the innovative competence of a implementation of technological innovations. In the specialist in the art industry in the conditions of modern process of scientific research, it was revealed that in the education. Emphasising the importance of the innovative models of structures of innovative competence, there is a competence of a future specialist, it should be noted that systemic combination of its social, personal and its absence delays the professional development of a professional-technological spheres, which determine the highly qualified specialist [18]. high professionalism and pedagogical skill of the teacher. Based on the works of scientists on pedagogical The level of development of the personality sphere innovation [7, 9], it was found that the innovative directly affects the quality of the operational components competence of a teacher is one of the subsystems of his of innovation, since the teacher's positive attitude to general professional and pedagogical competence. In the technological innovations, awareness of their importance context of the organisation of smart learning, the ensures the effective use of innovations in the educational formation of the teacher's innovative competence ensures process, which determines the generation of new ideas compliance with the general and specific requirements for and knowledge, the development of an innovative the teacher's activities at all stages of the implementation environment and modern society. of smart learning. The structure of the teacher’s innovative competence is represented by external (goal, means, object, subject, result) and internal (motivation, 4. Characteristics of the Components content, operations) components that ensure the of the Teacher’s Innovative implementation of pedagogical activities based on the principles, standards and technologies of modern Competence education. The content of knowledge, skills, and abilities Integrating the findings of previous study by scientists that ensure the effective use of technological innovations [1, 4], we define the innovative competence of a specialist contributes to the effective implementation of the as an integrative personality trait, which is the result of a functions of innovative activities (gnostic, predictive, combination of foreign language training, practical design, constructive, communicative, organisational) in professional pedagogical and personal experience, which accordance with modern trends of the determines a high level of mastery of technological information-oriented society development. innovations and is a necessary requirement of modern There are the following criteria for assessing the education. Based on the analysis of scientific and teacher’s innovative competence [19]: pedagogical sources [2, 19], we consider it expedient to  individual readiness for the demonstration of single out the following components of the innovative professional and pedagogical skills when solving competence of teachers: social competency, motivational standard and non-standard tasks; value competency, cognitive competency, technological  motivational values-based attitude towards competency, digital competency, reflexive regulatory technological innovations; competency.  adjustment level to new conditions for society Social competency is interpreted in pedagogical circles development and modern requirements for as the unity of social knowledge, skills, qualities and specialists in the respective industry; social experience of an individual. The presence of a  availability of a system of theoretical knowledge and social component in the general structure of the teacher's a set of practical skills; innovative competence ensures his ability for intellectual  experience in applying knowledge in real situations interaction in a social environment and his willingness to of the pedagogical process; take responsibility for the results of the presented  ability to creatively solve problem situations, professional and pedagogical activities. We adhere to the possession of modern innovative teaching opinion that social competence depends on the technologies; environment, the life of society, the social activity of the  self-awareness and self-assessment of personal individual. It provides the ability to interact, the ability to knowledge level, abilities, skills, opportunities overcome obstacles in everyday life, the skills to establish necessary for the effective implementation of contacts, the ability to highlight important social and civic innovative activities; values, discursive skills, mobility and flexibility in various conditions of socialisation, ability to determine personal 60 Modern Innovative Pedagogical Technologies in Art Education

role in society. In modern society, the process of activity, motives, values, incentives, goals, expectations, socialisation of the teacher's personality, his personal and individual meaning of professional activity, attitudes, professional self-determination are closely related to the readiness, interests [3]. On the basis of this, polymotivated mastery of technological innovations that develop critical nature of innovation is noted, the stimulation and thinking, creativity, computer literacy, intercultural activation of which is provided simultaneously by several communication, the ability to act and cooperate in a smart dynamic, interdependent factors. The dominant motive is society. referred to as the system-forming factor that ensures the Considering the importance of technological unification of individual structural elements of the innovations in the process of innovative education, the motivational sphere. At the same time, motivational authors note that the development of innovative sactivity i directional. competence of future specialists is associated with the In the scientific and pedagogical literature [13], processes of socialisation and personal and professional personal and pragmatist types of activity are distinguished. self-determination by introducing innovative technologies In the personal orientation of activity, the general for teaching art history in their own work experience. structure of the motivational sphere is expressed, Thus, the concept of modelling competence is based on combining individual incentives and motives. The the concept of the composition, structure and functions of professional orientation is implemented in the system of a social experience [20]. Consequently, the development of person's professional activity and is characterised by the the innovative competence of the future teacher provides presence of actual motives, integration links between for the presence of a social experience, which makes it individual motives, the degree of materialisation of possible to interpret already known information in a new individual incentives, the nature and strength of the way, to interact productively in a modern influence of the dominant motive. In accordance with this, information-oriented intercultural society, using it is determined that the priority values, motives, needs technological innovations to improve own professional characteristic of a smart society affect the direction of the and personal status in society. future teacher's innovative activities. Personal orientations An expressive social and professional position is one of of motives, needs and incentives are revealed when the the main requirements that are put forward for teacher formulates the goal of introducing technological representatives of the teaching profession, in particular in innovations in the process of smart learning organisation. the conditions of modern education. It is because of social Consequently, the motivational and value sphere is an and professional activity development that the teacher important component of the teacher's innovative manifests himself as a subject of innovative activity. On competence, which is designed to stimulate the teacher to the one hand, the teacher's behaviour depends on the high continuous self-improvement, professional and requirements, conditions and opportunities that a smart intellectual development with the aim of self-realisation society sets before him, and on the other hand, the and competitiveness in a resource-rich society, which teacher's behaviour is governed by internal factors – needs, requires a “smart”, adaptive, flexible approach to the aspirations, values, motives and personal goals. The organisation of training. internal needs for achieving success, the subjective value Cognitive competence in the structure of a teacher's attitude and the desire for professional self-realisation innovative competence is determined by the presence of a determine the presence of motivational and values-based body of knowledge on technological innovations, which competence in the implementation of the teacher's are used in solving problems in various conditions of innovative activities. professional and pedagogical interaction. The knowledge Ast i is known, the problem of accounting for motives of the teacher of art specialties about the content and and incentives is considered as one of the leading in characteristics of innovative activities is the basis for the choosing an individual trajectory in the professional development and substantiation of innovative activity organisation, in particular innovative. So, the high technologies for teaching art history in the context of professionalism of the teacher is conditioned, first of all, modern education. To select existing effective by the specific nature of the personality motivation, technological innovations, update existing ones or design aspirations, values-based orientations and the like. The own technologies for teaching art history, a teacher must motivational sphere of innovative activity cannot be have a deep knowledge of innovative pedagogical reduced only to the fulfilment of professional duties, this technologies, the mechanism of their functioning, process also has a personal character, it requires taking innovative approaches, concepts of teaching art, creativity, into account those motives and incentives, life prospects the ability to act and compete in the labour market in an of the teacher, which play the role of a system-forming innovative environment. factor in relation to other motives of innovative The modern smart society requires a teacher who professional activity. In the structure of professional teaches art history while constantly developing his motivation, the following components are distinguished: cognitive abilities, systematically renew his intellectual vocational aptitude, intentions, needs for professional and creative potential in modern society. The theory that Universal Journal of Educational Research 8(11D): 56-62, 2020 61

the intellectual ability of a person is the leading one turned and regulatory competence as a component of the out to be valuable within the framework of the study. The teacher's innovative competence, which is expressed following components of intelligence are distinguished during the implementation in self-control, introspection [11]: and self-assessment of the results of the implementation of  synthetic ability (unconventional approach to a technological innovations, identifying the reasons for problem, going beyond the limits of knowledge); achievements and failures and timely adjusting the  analytical ability (identification of ideas for the methods of innovative activity. purpose of their further development and Gaining innovative experience is a rather difficult implementation in practice); process, since it requires the implementation of the  practical skills (the ability to present own innovative reflective activity of the acquired experience. ideas and prove their effectiveness). Emphasising the special importance of the reflective component in the implementation of innovative learning Technological competence in the structure of a technologies, it is defined as a “personal achievements specialist's innovative competence is represented by a set regulator”. Reflection of personal innovative activity of diagnostics, designing, constructive, communicative allows to outline the ways of personal development and and organisational skills in the use of technological correction of self-education, stimulates self-knowledge, innovations in the process of teaching art. Diagnostic contributes to the improvement of professional and skills involve the collection and analysis of information on innovative technologies for teaching art history. Design pedagogical skills and development of an individual style skills enable the development and design of technological in the conditions of modern education. Reflexive and innovations in art history teaching. Constructive skills regulatory component of innovative activity of the teacher allow to consciously perform actions for the rational realised in the process of understanding the teacher's own implementation of technological innovations in the professional expertise and experience of colleagues. Only process of teaching art history. Communication skills conscious experience is important, because in the process include the teacher's ability to present material creatively, of analytical activity, reflection is carried out, during emotionally, to lead pedagogical discourse in a foreign which the transformation of “raw” experience into language, to effectively solve communication problems in personal knowledge occurs. In the process of reflection the process of innovative pedagogical activity. and introspection, the teacher gains new knowledge that Organisational activity is expressed in creating conditions helps him to manage the strategy of his own for optimal subject-subject interaction of participants self-development, to carry out a creative search, reaching using interactive learning technologies, Internet resources, new levels of his professional and pedagogical and a variety of multimedia tools. The technological self-improvement. This is how the teacher's innovative component in the structure of the teacher's innovative competence is formed in the changing conditions of a competence predetermines the consistency and optimality modern “smart” society. of his activities in the direction of introducing innovative technologies in the process of teaching art history. Ast i is known, in recent years, the latest technologies 5. Conclusions have brought a lot of information, communication and technical capabilities to modern education. The allocation A modern competitive successful teacher must of digital competence as part of the teacher's innovative demonstrate sustainable skills in the use of digital competence is predetermined by the need of modern technologies that ensure the interactivity of the learning society for the critical and responsible use and interaction process, increase the availability of teaching material, of the teacher with digital technologies in order to create contribute to the development of skills for performing favourable conditions for the study and participation in a complex interdisciplinary tasks, increase students' interest multicultural society. Digital competence is associated in studying art, and contribute to the development of with the skills of a specialist in the art industry to use the critical thinking. Consequently, in the context of the didactic capabilities of digital technologies in the process development of the modern information-oriented society, of carrying out educational activities, exchange digital competence is one of the new requirements for the experience, information in the global educational training and retraining of art critics in the field of modern environment, create and distribute digital content, etc. education. The use of the ideology of reasonable teaching in the Thus, among the main trends in education in the context educational process also requires serious self-reflection of global changes, we can name the following: changing and self-analysis of innovative pedagogical activity in the role of the teacher through the digitalisation of order to clarify the main shortcomings, barriers in the learning, individualisation of the educational process process of such activities, eliminate them and correct through adapted and personalised learning, learning further methods of training organisation. In accordance through virtual reality, opening up new opportunities for with this, we consider it expedient to single out reflexive formal assessment, gamification, creativity and innovation, 62 Modern Innovative Pedagogical Technologies in Art Education

focus on development of practical skills and abilities of Convention on Information and Communication future specialists, and the like. One of the main Technology, Electronics and Microelectronics – Proceedings. Croatian Society for Information and educational trends of modern higher education is smart Communication Technology, Electronics and education, which is characterised by mobility, flexibility, Microelectronics, 1325-1330, 2011. provides for the generation of new ideas and knowledge, the development of critical thinking, creativity, digital [10] C. Robertson. Utilising PEARL to teach indigenous art history: A Canadian example, Australian Journal of literacy, and the like. Indigenous Education, Vol. 41, No. 1, 60-66, 2012. [11] T. Seligmann. Learning museum: A meeting place for pre-service teachers and museums, Journal of Museum Education, Vol. 39, No. 1, 42-53, 2014. REFERENCES [12] N. Delatte, P. Bosela, J. Bagaka’s. Implementation and Assessment of Failure Case Studies in the Engineering [1] V. Schoner, R. Gorbet, B. Taylor, G. Spencer. Using Curriculum, Forensic Engineering: Informing the Future Cross-Disciplinary Collaboration to Encourage with Lessons from the Past – Proceedings of the 5th Transformative Learning, Proceedings – Frontiers in International Conference on Forensic Engineering, 278-285, Education Conference, FIE, T2H6-T2H11, 2007, Online 2013, Online available from https://www.amazon.co.uk/For available from https://doi.org/10.1109/FIE.2007.4418069. ensic-Engineering-Informing-Future-Lessons/dp/07277582 25. [2] Z. Tiejun. Creative merging and practical application of “history of modern design” course online teaching platform [13] S. He, F.C. Loo, F.Y. Loo. M-learning in the transmission construction and flipped classroom teaching mode, and sustainability of Cantonese opera in KSK art crew, International Journal of Emerging Technologies in Learning, Turkish Online Journal of Educational Technology, Vol. 1, Vol. 12, No. 2, 118-136, 2017. 344-347, 2015.

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Art Education in the Context of the Modern Educational Process

Olha Muzyka1,*, Yurii Lopatiuk2, Tetiana Belinska2, Anna Belozerskaya2, Iryna Shvets2

1Department of Fine Arts, Pavlo Tychyna Uman State Pedagogical University, 20300, Uman, Ukraine 2Department of Vocal and Choral Training, Theory and Methods of Music Education, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, 21001, Vinnytsia, Ukraine

Received August 18, 2020; Revised October 4, 2020; Accepted November 20, 2020

Cite This Paper in the following Citation Styles (a): [1] Olha Muzyka, Yurii Lopatiuk, Tetiana Belinska, Anna Belozerskaya, Iryna Shvets , "Art Education in the Context of the Modern Educational Process," Universal Journal of Educational Research, Vol. 8, No. 11D, pp. 63 - 68, 2020. DOI: 10.13189/ujer.2020.082408. (b): Olha Muzyka, Yurii Lopatiuk, Tetiana Belinska, Anna Belozerskaya, Iryna Shvets (2020). Art Education in the Context of the Modern Educational Process. Universal Journal of Educational Research, 8(11D), 63 - 68. DOI: 10.13189/ujer.2020.082408. Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License

Abstract The relevance of the research topic lies in the these areas. fact that in the field of modern education there are numerous discussions and study of such an aspect as Keywords Art Education, Continuous Education, Art updating the education methods. The leading task of Practice, Educational Program, Formation of the educational policy is to ensure a high-quality level of Educational System education at all stages of education – from preschool to professional. The above also applies to arts education, as it is part of the general education system. The purpose of the study is to study the issue of modern art education, to 1. Introduction analyse further possible directions in which it can develop. The leading approach to the study of the problem is the use Today’s educational institutions modernise and update of art as a teaching method. The main results that can be the basic idea of the teaching process. The main strategic highlighted in the analysis of aesthetic education at the direction of education is the opportunity to lay the present time: education in the field of creativity is foundation for stable moral and social progress in the underestimated in the learning process, although it is an Russian Federation. The spiritual development of a person, important aspect of the development of a particular as well as his cultural formation, is greatly influenced by individual; artistic and aesthetic education in the context of the range of artistic studies that serve as a mechanism for modern educational activities is not a primary task of the development of the socio-cultural potential of his society; current principles embedded in education provide aesthetic and creative elite. But the implementation of the for the dominance of authoritarian models of regulation; art main strategic directions of training through creative education is insufficiently equipped with a material, practices has a connection with the importance of technical and personnel base within the framework of the answering modern questions in the cultural field [1]: general educational process. Prospects for further  cultural nihilism of the majority of young people, development are based on the resolution of the above when the values of higher art and its cultural role are dilemmas and represent: the necessity to form a level of questioned or even aroused protest; special significance for art and aesthetic education at the  an increase in the gap between higher culture, which level of the entire state; expansion of the general is becoming a kind of school for a prestigious trend; educational program in the creative and aesthetic profile  secondary meaning is given to creative and aesthetic and the arts by increasing the time allotted for the study of subjects at all levels of general education; 64 Art Education in the Context of the Modern Educational Process

 considering that the majority of the population has a The study of works of artistic psychology and low standard of living, the distribution process in the sociology, as well as the spiritual foundations of aesthetic form of paid education does not allow them to and artistic creativity have become the main features of receive special tools, materials and modern technical improving creative learning as an educational system [3]. equipment, which prevents some talented young Many works on the Russian educational tradition reflect people from learning the art; the fundamental components of creative learning without  the extremely poor materials, methodology and interruption, which is the most important element staffing also provide arts education, which is also developed in this survey [4]. Essays in the field of the part of the entire learning process. general educational creative process played an important role in the study of inherited concepts, since they In connection with the renewal of the teaching principle, determined the direction of improving creative special it is necessary to introduce a new teaching method in education and teaching skills. After careful consideration, educational institutions. The procedure for the the authors can access the content of the D. Kabalevsky implementation of the foundations of goal-setting also of school of fine arts. the current school self-awareness changes the figures, the The team led by B.M. Nemansky proposed a program essence and the ways of educational work of students, the for the provision of “harmonious development” in schools, main transformations of educational activity. Thus, the “The Concept of Art Education in the Russian Federation”, personality of a teacher, also his prof. training plays a which was prepared by the joint efforts of the Ministry of central role in the concept of unified teaching and learning. Education of the Russian Federation and the Ministry of The significance of this problem depends on whether there Culture [5, 6]. Analytical work helps to continue will be a high-quality improvement of the learning process methodology, psychology, sociology, general pedagogy in school institutions, if the teacher’s approach to himself and art, methodological and pedagogical understanding of and other subjects in this area, and in addition to teaching art education. The research methodology lies in the fact work and its components, will not undergo significant that many scientists, when conducting their research on changes. Aesthetic education in the arts field is the this topic, have formulated several definitions of the process of researching and using public artistic culture. It concept of “art education” [7, 8]. In all these definitions, contributes to the improvement of the most important scholars are unanimous in one main aspect – art education qualities of the individual, such as intelligence, creative consists of two interrelated areas. One of them is the study ideas, emotional background, personality completeness. of art history, which allows delving deeper into the topic Art education includes: of spiritual human experience. The second area is teaching  the formation of cultural and historical abilities the basics of art, which contributes to introducing a person involves the studying artistic theories and history of to the creative process and obtaining a special emotional different times and peoples; experience.  the formation of artistic and practical abilities, which The research is based on the opinion that there are 2 means the development of artistic expressions; ways to cognise the world – scientific and artistic. The  the formation of evaluative criteria of artworks in the first method involves gaining knowledge by context of moral and aesthetic ideals. comprehending the content of the subject, understanding the world, its laws and phenomena. The artistic method is 2. Materials and Methods based on experiencing the content of an object, resulting in an emotional-value attitude to the knowledge of the Analysing the literature on this topic, the authors found world. From the above, it can be concluded that it is that in the current educational process there are no case impossible to study any subject only by means of science. studies combined with issues of art education. In this For deep analysis and creative evolution, it is necessary to regard, the accumulated experience of the authors and use imaginative thinking. foreign theorists and practitioners reflects the idea of the importance of human creation for life and is especially important for the problem of development. Reflecting on 3. Results and Discussion the ideas of continuous learning in scientific research, these ideas imply the formation of a student's personality, In the practical creative activity, a perceived artistic the development of professional education, the formation practice should prevail, which is gradually and steadily of training systems, education management issues and expanding. For all arts, priority should be given to specific lifelong education for high school teachers are of interest characteristics of one type. In the learning process, it is in this work [2]. These works can substantiate the important to teach some kind of common art. The purpose philanthropic direction of the modern teaching model, of art at the elementary school stage is to familiarise which is based on the natural and cultural concepts of students with the forms of various visual activities, artistic improving education, which is very important. imaginative thinking, the development of creativity and Universal Journal of Educational Research 8(11D): 63-68, 2020 65

teaching the plastic world of visual skills [9]. Each of the organisation of the work of artistic materials, the current charts shows what needs to be done to achieve development of artistic meaning and aesthetic reaction these key objectives: education in the field of art, [11]. deepening aesthetics. But despite the common goal of the This position is truly a breakout discovery. For the first learning process “art”, various publicists have not come to time in many years, school art began to be perceived as a a common conceptual understanding of the legitimacy of topic of improving artistic activity and learning. In the their courses. Thus, there is no choice in the current early 1970s, the conflict group of the Aesthetic direction of school art study, but it is necessary to Committee of the Soviet Union of Painters under the organise training in these specific conditions, which auspices of the American Academy of Creative Education becomes a serious test for the teaching staff of primary and the RSFSR named after B.M. Nemensky presented classes [10]. To date, a number of fundamental vectors of the third direction of world cultural creativity. Its main art education have been developed and implemented. idea was to form the creative sphere as an element of the They all have their own mission, essence, structure and sphere of spirituality. It combines an extended practice, use their own programs to achieve them. including the theses previously formed in the 20-30s The first concept of literacy promotion was the (including theories of art education), as well as foreign art. traditional scheme, which is used in a wide range of The creative style forms an artistic culture, emphasising schools in the country. This vector was formed in the the individuality of children [12]. The main goals of the works of the Russian Academy of Arts, where the concept are: to provide an opportunity to acquire a moral methods and rules for teaching qualified artists, presented and creative response to the beauty and ugliness of life in an elementary way, were kept for the middle level of and creativity, the development of metaphors. education. How desirable and important is the quality Improvement of creative craft is through the formation of training of artists in the field of translation for general aesthetic skills, knowledge and skills. The definition of creative enlightenment. This concept was developed by a the subject forms the general theme of the quarter or the publicist and professor V.S. Kuzin [3]. The main goal of whole year. For example: the first class of fine arts – “You an arts education program is to develop basic and the world around you”, the second category – “You communication skills, including memory and and art”, the third category – “Art around us”, the fourth representation, familiar craft performance, modelling and category – “Every country is an artist”. An introduction to developing visual knowledge, creative style and art by understanding its features takes place in a variety of imagination, aesthetic awareness and understanding to areas of creativity, including visualisation, decor and teach the craft. The subject is reality and art, which useful activities. includes related artistic activities, including aesthetics. The fourth idea is the introduction of social and folk art These components of the artistic content are subdivided into special arts. The founder of this idea was T.Ya. into the following categories: nature (painting), painting Shpikalova, PhD Collaboration with folk art explores (material), decorative works, modelling, the use of design various creations of art in national and foreign cultural elements, a dialogue about art and beauty around [3]. systems. In this sense, artistic images are combined with The Academy of Arts introduced a second concept of the environment, life, creativity, history and traditions of holistic learning and teaching methodologies based on the folk art. This idea allows the use of local methods for category of “artistic image” in the late 1960s and early teaching art in educational institutions [5]. The main goal 1970s. The head of the laboratory is Professor B.P. Yusov, of the plan is: the formation of historical memory, the whose main idea is to make it possible to understand the development of ideology and moral status, so that students artistic image, experience and creative possibilities. Being can experience human and hereditary experience fundamentally different from previous methods, the belonging to a century of history, acquire the necessary concept uses artistic images as the main method due to the skills. The emerging branches describe an object: artistic perception of the artwork and the creative process. The images, decorations in the art of people of the world: main goal of the art course is to use graphic literacy to creativity and genres, the ethnic model of Russia: images create art images of various types and genres. Visually, in the process of teaching creativity, artworks as a result education is full of new content, artistic and visual of craft and folk experience. Each section includes the language, and ways to create artistic images. Methods for following types of education and creative activity: creating artistic images include various educational experiments (practice-experiment), practice-repetition, activities: images on a plane, volume (modelling), creation of works (composition, lecture options, interaction with nature, from memory, from the processes improvisation), artistic dialogue. of expression, imagination and fantasy, as well as the The fifth concept is being implemented as part of the aesthetic perception of reality and art. When solving the “School 2100” educational program. This is one of the educational problem of studying the characteristics of an plans for the development of general secondary education, artistic and visual language: form, proportions, colour of a the main goal of which is the development and design, as well as lighting and volume of space, improvement of educational content and its provision with 66 Art Education in the Context of the Modern Educational Process

methods, programs and materials. The Academic Director children reveal the main content of the educational topic. of the program is Alexey Leontiev. The team of authors of Knowledge is not provided to children in the form of the educational program “School 2100” is trying to ready-made rules, axioms and plans. Unlike traditional develop an education system. First of all, it will be a systems of experience, this course is based on scientific system of educational development that will provide concepts. Children are not enrolled in primary school, and students with a new type of preparation – inner freedom, teachers and students evaluate the learning outcomes at a care and the ability to connect with realistic creativity. high level, which creates psychological comfort. It is Others can not only solve old issues but also create new necessary to minimise work, learn in classrooms, and ones and be able to make intelligent and independent integrate teaching materials. Children will not be decisions. Secondly, it will be a lot of schoolwork, and overworked and their memories will not be full of much, retraining of teachers is not required. Third, it will become but they will be full of important information. Thanks to a coherent whole, from the creation of the development of the Elkonin-Davydov training system, children can academic foundations, manuals, programs and methods to express their own opinions, take into account the situation teacher training systems, systems for monitoring learning of others and not take information for granted, they need outcomes and systems applied in specific schools. Fourth, evidence and explanations. Develop methods for the it will be a comprehensive and continuous education conscious study of various subjects. The education system [5]. It is aimed at the formation of spiritual culture provided is part of the formal school curriculum, but the through artistic and creative visual activity, which allows quality varies [12]. people not only to perceive spiritual culture at a great The complex direction “Fine arts and works of art” distance, but also directly participates in its creation, and within the system of developers contains the conclusion of also shows emotional and intellectual tolerance based on basic educational tasks, which takes into account the age the creation of a visual image of the world. of the students. In the main year of study, students were The plan is based on core modules that cover the introduced to the available technologies based on the type components of general awareness and components of the of visual and work activity. The first type of curriculum is artistic activity itself. In the process of mastering the based on the design of teaching systems, beliefs training modules of the course, students not only learn introduction and transition from preschool to school. The certain visual manipulation skills, not only skills for content of educational and creative classroom work is creating specific visual images but also learn the skill of described in the following sections: lines, spots, self-expression through the transformation of reality. And silhouettes, community measures and differences, creative visual activity is inseparable from aesthetic ideas design-related size and shape, sculptural paints and about reality, about activity, about a person and colours, decorative paintings, decorative buildings and information about oneself. Therefore, in front of him, as a memorials; the art of sewing [12]. The second stage of art necessary condition, the assimilation of the general classes consists of five parts: the unity of the colour aesthetic situation (interaction, environment), expressed combination, harmony and expression of the range, the through the concept in the program, will help students to pace of life and creativity, the symmetry of existence and participate in the creative process through empathy. The art, the shape of things and paintings. These parts are purpose of this course: to expand the worldview of art and interconnected and focused in one project: to improve the aesthetics, to understand the world art culture in various child's ability to distinguish not only the various elements artistic traditions, to master visual operations and of the picture and product, but their interconnection. operations using various materials and tools, to create the The main goal of the third lesson is to provide an simplest artistic images using painting, graphics and appropriate environment for learners to create and plastics, to master the simplest methods of decoration, to successfully implement new creative and interesting ideas. teach the audience about culture. The actual This task can be solved by studying the following parts of implementation of this program implies the existence of this course: balance of composition and structure, reflexive tasks of absorption and perception in the form of dynamic and static balance of sketch and model, high colour science, search and experimental directions, the contrast, picture-to-structure ratio, strokes, drawing, result of which is the collective work to complete the aspect ratio. At the fourth stage, the main goal is based on substantive work on each problem [10]. the educational restructuring of ideas that were formed in The sixth concept was proposed by A.Yu. Poluyanov children, where they demonstrate a spatial understanding within the framework of the development of the of the world and methods of its presentation [13, 14]. educational system of D.B. Elkonin and V.V. Davydov. Therefore, educational content is formed from the Since 1958, the system has been developed on the basis of following parts: setting a plan, three-dimensional pictures, the experimental school No 91 of the Russian Academy of contemplation and drawing of trees, a three-dimensional Education. A feature of this psychological and model of watercolours, creative imagination of the shape pedagogical concept is the various forms of work in which of an airplane, the pace of painting, sculpture, creations in the group is discussed, and in the learning process, different seasons, cities, 3D art products. Universal Journal of Educational Research 8(11D): 63-68, 2020 67

After analysing the purpose and essence of the concept, entire machine of the educational process in the it can be said that each method (artistic image) is built in development of new educational concepts, areas of at a certain stage of learning, and then integrated into all improvement, updating of existing aspects, as well as lessons, is revealed to the students. Once a child is non-traditional forms of education. familiar with these techniques, a new and fundamental When presenting art to students, its solution needs to ability to see should be developed. As a result of the organise teachers in such a way that the artistic and concept, the plans for teaching art in educational educational process includes and shapes the creative institutions differ and are not able to equally ensure the personality that influences their formation. The main idea achievement of the main goal – the development of a behind the success of the teaching activity of art teachers creative approach to existence. Initially, art teachers will is to exercise caution when evaluating children's artistic review the arts education concepts implemented in the and creative activities. At the same time, this process is main school chain and are guided by the basic conditions intelligently controlled, the main aspects of the successful for continuing creative learning in public schools. creation of the world of spirituality in a child and his The modern educational process takes place at all levels practical and visual skills are: many ways to formulate of education and forms a multi-level general education and solve artistic and creative tasks; art training in the system. Primary art education, in addition to school country. institutions, is given in children’s art and art schools, art In the process of creating visual images, to stimulate the circles and related electives (own creative practice independence of primary school students in the choice of prevails) [15]. The next step is the art education of artistic materials and methods of expression, the desire of adolescents. There are also electives and art schools, and teachers to teach creativity and improve the educational in general educational institutions, the emphasis is placed process. Primary school drawing teachers should always on the artistic development of the world as a single area of remember that ever-changing social values and ever more human culture in two types of artistic practice: in the saturated information flows are always reflected in art. content of classes – a balance between students’ own Only true spiritual art can become immortal. Therefore, creativity and their perception of works of art. For senior classical samples of painting, graphics, ornaments and grades, the process of art education is based on theoretical folk art should be made based on the “artistic” content of types of creative activity, in-depth study of artistic and the area, since they are not influenced by time. This cultural phenomena, as well as the correlation of process can be distinguished when developing teaching theoretical aspects with practice. methods. Although modern teaching methods may be Arts education programs are comprehensive, bringing phased out, methods for new teachers who will test and children of all ages to the arts. It promotes the formation prove their success in practice will form the basis for of versatile talents and skills, both mental and future educational activities. communicative and creative. Also, art education contributes to the development of children’s activities, such as music, play, subject, visual, theatrical, etc. Abroad, creative learning goes beyond the standard educational process. This is still the preferred craft, but it includes the REFERENCES study of school subjects, the development of new skills, [1] A.V. Bakushinsky. Artistic Creativity and Education, participation in exhibitions and art competitions, as well Novaya Moskva, Moscow, 1925. as the analysis of new directions and constant acquaintances. [2] B.L. Yavorsky. Selected Works, Vol. 2, Part 1, Nauka, Moscow, 1987.

[3] L.N. Mun. Synthesis of arts in the history of artistic culture, 4. Conclusions Aesthetic Education, No. 3, 8-12, 2001. The formation of a relevant educational system depends [4] R.V. Vardanyan. World Art Culture: Architecture, Vlados, Moscow, 2004. on the ideological status of the indivisible educational institutions and society. The society survives and [5] Order of the Ministry of Culture of the Russian Federation improves in learning. But now more and more politicians, No 1403 “On the Concept of Art Education in the Russian scientists, teachers, schoolchildren and their parents notice Federation”, 2001, Online available from http://base.garant. ru/1587529/. that the interest of children and their social needs exceed the school limit. Explorers of all creative industries have [6] The concept of art education as the foundation of the system come to a consensus that there can be only one way out of of aesthetic development of students at school, 1991, Online this situation – a fundamental shift towards weakening available from https://goo.su/1rU5 and increasing the humanity of the educational strategy. [7] G.M. Agibalova. The Role of Art Education in the As a result, there is the restructuring and renewal of the Formation of Spiritual Knowledge and Competences, 68 Art Education in the Context of the Modern Educational Process

Educational Technologies of the 21st Century, Publishing https://base.garant.ru/6194474/ House of the Institute of Content and Teaching Methods of the Russian Academy of Education, Moscow, 223-225, [12] A.P. Sadokhin, T.G. Grushevitskaya. World Art Culture, 2006. UNITY-DANA, Moscow, 2001.

[8] A.I. Kravchenko. Culturology, Academic Project, Moscow, [13] E.V. Panicheva, N.K. Shabanov. Art Education as an Object 2002. of Cultural Research and Artistic Culture, VSPU, Voronezh, 2003. [9] L.S. Vygotsky. Imagination and Creativity in Childhood, Soyuz, St. Petersburg, 1997. [14] A.Yu. Azarov. Problems and Aesthetics of Modern Art Education, Publishing House “Moscow Friend”, Moscow, [10] K.N. Machalov. Russia as the Main Keeper of the Education 2008. of Artistic Skills, Nauka, Moscow, 2005. [15] L.N. Mun. The synthesis of arts as a constantly evolving [11] National doctrine of education in the Russian Federation. process of generating new things in art, education, science Approved by the decree of the Government of the Russian and its improvisational nature, Art Pedagogy, No. 2, 59-68, Federation No 751, Online available from 2008. Universal Journal of Educational Research 8(11D): 69-76, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.082409

Information Technologies and Teaching Aids for Distance Learning in Educational Institutions under Quarantine

Tatyana Pakhomova1,*, Den Sik Kan2, Victoriia Uriadova2, Volodymyr Vasylchuk3, Liudmyla Vasylchuk4

1Department of English Philology; Zaporizhzhia National University, 69600, Zaporizhzhia, Ukraine 2Department of Korean Philology; Kyiv National Linguistic University, 03680, Kyiv, Ukraine 3Department of History of Ukraine, Regional Studies and Tourism Studies; Kyiv National Linguistic University, 03680, Kyiv, Ukraine 4Department of Foreign Languages; Kyiv National Linguistic University, 03680, Kyiv, Ukraine

Received August 13, 2020; Revised September 19, 2020; Accepted November 20, 2020

Cite This Paper in the following Citation Styles (a): [1] Tatyana Pakhomova, Den Sik Kan, Victoriia Uriadova, Volodymyr Vasylchuk, Liudmyla Vasylchuk , "Information Technologies and Teaching Aids for Distance Learning in Educational Institutions under Quarantine," Universal Journal of Educational Research, Vol. 8, No. 11D, pp. 69 - 76, 2020. DOI: 10.13189/ujer.2020.082409. (b): Tatyana Pakhomova, Den Sik Kan, Victoriia Uriadova, Volodymyr Vasylchuk, Liudmyla Vasylchuk (2020). Information Technologies and Teaching Aids for Distance Learning in Educational Institutions under Quarantine. Universal Journal of Educational Research, 8(11D), 69 - 76. DOI: 10.13189/ujer.2020.082409. Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License

Abstract The global spread of coronavirus infection Technology, Internet Technology, Educational Institutions has paralysed the work of many areas of economic, business, and, of course, educational activities of almost all countries on the planet. Unfortunately, Ukraine is no exception and a quarantine regime has been introduced in this country. The way out of the current situation in 1. Introduction education in Ukraine was the introduction of distance learning in all educational institutions, which created new In connection with the spread of the COVID-19 challenges for both teachers and students. The purpose of pandemic, on March 11, 2020, the Cabinet of Ministers of the paper was to study information technologies, tools and Ukraine decided to impose quarantine for all types of methods of learning that can be used for distance learning educational institutions. In pursuance of the Resolution of in educational institutions under quarantine. As a result, the Cabinet of Ministers of Ukraine No. 211 of authors analysed world practices in ensuring the 11.03.2020 [1], on March 12, 2020, all higher education educational process within the framework of distance institutions switched to the distance learning regime, which many higher education institutions seem to have learning. The advantages and disadvantages of distance declared in recent years. The new challenge has become learning technologies for both higher education institutions an unbearable burden for some and an opportunity for and higher education seekers were identified. The research development for others. Teachers of educational algorithm was presented in the form of systemic institutions, where distance learning technologies existed interrelations between the form of distance learning and before, found themselves in better positions as many of information and software resources. The main features of them have already tried online courses out. Furthermore, such remote technologies as Moodle, Google Classroom, social networks and various messengers were used to and video communication systems Zoom and Hangouts communicate with students. In addition, the best teachers Meet were analysed. have long begun to place their learning resources on the Keywords Distance Learning, Information Internet. 70 Information Technologies and Teaching Aids for Distance Learning in Educational Institutions under Quarantine

The fundamental criterion for the evaluation and educational and methodological complexes with the implementation of a particular educational technology use of different types of media (cases); (forms, methods) of teaching in the education system is its  Internet technology – a method of remote effectiveness. A comparison of the effectiveness of transmission of information based on the use of global distance learning with classrooms, conducted in the and local computer networks to ensure access of United States based on a survey of teachers of higher students to information educational resources and to education institutions, showed that 57% of teachers form a set of methodological, organisational, consider the results of distance learning comparable or technical, and software tools for implementing and even superior to traditional classes, and 33% of teachers managing the learning process regardless of location believe that in the coming years distance learning results of its subjects; will be capable of surpassing those of the classroom  telecommunication technology – a technology based learning [2]. mainly on the use of satellite data transmission and The distance learning system has the following features: broadcasting, as well as global and local networks to individual learning, freedom and flexibility of time ensure student interaction with the teacher and with management, accessibility for all, social equality, each other and students' access to informational creativity, low emotional stress. On the contrary, the educational resources in the form of digital libraries, conventional education system has other features – live video lectures, and other means of teaching. communication between students and teachers, there is It is also worth addressing the advantages and stress on exams and seminars, a strongly expressed disadvantages of distance learning technologies for both methodological and ideological orientation of classes. higher education institutions and for higher education It is noteworthy that the online mode is well suited for seekers, i.e. students. This list of advantages and lectures and less so for practical classes, and this format is disadvantages is presented in Table 1. almost impossible for conducting "classic" laboratory When referring to "distance technology in education", classes. It is not possible to automatically transpose authors mean specific platforms and tools (e.g., Moodle, seminars to this format. It is necessary to seriously change Google Classroom, Zoom, Skype, Google Suite/Docs, etc.) the form of work to involve all students. But in general, that allow students and teachers to communicate, perform, the university education system, where in recent years and assess tasks, control attendance, organise semester there has been a strong emphasis on independent work of control, certification, etc. Such technologies, depending students, more or less coped with this load, at least during on the country, university and discipline studied, can be lectures. All this is an important aspect when considering integrated at any stage of the course. Here the initiative of the issue of information and other technologies in distance the teacher on introduction of such technologies, readiness learning, especially under quarantine restrictions, when of students to use them and technical possibility of both distance learning is the only possible form of educational parties to apply these technologies are important [10, 11]. process. Google Suite for Education allows to quickly organise Among the scholars involved in the development of the educational process with Classroom and Hangouts scientific and academic research approaches to the Meet. Google has created a distributed system of support development of distance learning, it is worth noting Yu.V. and training for users of its services. Furthermore, close Sakulina [3], Wen Jianbo et al. [4], L. Shahmoradi et al. integration of Google services with the LMS Moodle [5], V. Donets et al. [6], P. Khanna [7], Y.I. Nikolaev [8], distance learning management system is ensured. L. Gavrilova & Yu. Katasonova [9], and others. Nowadays, Google Suite for Education offers a full The main purpose of the application of information range of available services for free. The list of the most technology (IT) in free economic education should be to popular includes Google Drive, Calendar, Docs, Sheets, provide students and applicants with knowledge, skills, Slides, Mail, Search, YouTube. Full integration of and abilities necessary for effective interaction with services creates a unique ecosystem and a single modern computer technology and new IT in the repository of documents and files, without restrictions. educational process and future professional activities. Moodle functionality allows organising adaptive learning. Considering the future specialty of students and applicants It can be used for self-training, for distance learning, for higher education, in the classes, if possible, it is certification and retraining of specialists, for the necessary to link the terms of IT with the concepts of their organisation of lifelong learning and during the course the future subject area. teacher can observe not only the success of students, but Among the technologies used in distance learning, the also their progress with competences [12]. most widespread are as follows [10]: Each distance technology has its own features of use,  case technology – a form of distance learning based and therefore it is important, especially for the on providing students with informational educational implementation of the educational process in quarantine, resources in the form of specialised sets of to understand the general mechanisms of use of software packages and distance learning technologies. Therefore, Universal Journal of Educational Research 8(11D): 69-76, 2020 71

the purpose of the paper was to investigate information for distance learning in educational institutions under technology, tools and methods of learning that can be used quarantine.

Table 1. Advantages and disadvantages of distance learning technologies for both higher education institution and higher education seeker

Advantages of educational technologies for higher education institution for higher education seeker Ease of communication with students Opportunity to study at any time Wider opportunities to work with educational materials Opportunity to study anywhere

A larger percentage of working time is used to improve the Opportunity to study at a comfortable pace learning process Opportunity to study in a quiet environment Unification of the learning process in all structures of the Opportunity to study without leaving the main field of activity higher education institutions Documentation of the learning process Access to teachers Variety of ways of studying the material, individualisation of the learning process, creative approach to learning Ability to provide knowledge of higher quality Increase in the number of students Disadvantages of distance learning technologies for higher education institution for higher education seeker Lack of control Insufficient motivation Theorisation of learning Insufficient computer literacy Dependence of the educational process on information technology Not suitable for the development of communication skills and teamwork skills Not suitable for the development of practical skills

Figure 1. Algorithm of Research as a Form of System Interrelations between the Form of Conducting a Remote Lesson and Information and Software Resources 72 Information Technologies and Teaching Aids for Distance Learning in Educational Institutions under Quarantine

2. Materials and Methods pupils as early as in elementary school. The Internet does not require additional descriptions and comments, as it is Authors applied theoretical research methods in the used by almost 95% of the population of countries where paper, namely the analysis of literary sources where the it is available from the technical and economic aspects of principles of construction of the remote form of development. In contrast, Webex is just beginning to educational process are considered. The methodological conquer the market for video services in Ukraine, and framework of the study are the basic ideas of system, therefore this study will not describe this software. technological, and activity approaches. Distance learning At the same time, distance learning technologies such technologies are closely related to the most common as Moodle and Google Classroom are specific teaching methods. In terms of distance learning, there are technologies for the general public, and video systems the following: illustrative, reproductive, problem-based, such as Zoom and Hangouts Meet, albeit well-known, research, and heuristic. were almost non-existent prior to the introduction of An illustrative method of teaching allows students to quarantine restrictions in the educational process. acquire knowledge in lectures, from educational and Therefore, further research will cover a more detailed methodical literature, from an on-screen textbook. analysis of these 4 information and software resources of Perceiving and comprehending the facts, students' distance learning. conclusions remain within the framework of reproduction The functionality of each of these applications is quite of thinking. The reproductive method of teaching wide, therefore authors will address the main features that contributes to the comprehension of educational material will reveal the main technical possibilities of using these by students according to rules similar to the shown information and software resources and for which forms patterns or situations. The method of problem statement in of distance learning classes can be used. Moodle distance teaching is applied with the use of various sources and learning platform (Modular Object-Oriented Dynamic tools. Before teaching the material, the teacher formulates Learning Environment). a cognitive task, and then, comparing opinions and The Moodle distance learning resource is a modular different approaches, shows how to solve the problem. In object-oriented dynamic learning environment, also called this method, students are participants in scientific a learning management system (LMS), a course research. management system (CMS), a virtual learning The research method of teaching is used after the environment (VLE), or simply a learning platform that analysis of educational material, setting tasks, oral or provides teachers, students, and administrators with a very written instruction of the teacher. This method allows developed set of tools for computer-based learning, students to independently study the literature, sources and including distance learning. Moodle can be used in perform search actions. The heuristic method of teaching student education, professional development, business helps to solve the tasks either under the guidance of the education, both in computer classes of the institution, and teacher or by the students themselves based on working for independent work at home [13,14]. with electronic textbooks and teaching materials. The platform can contain a curriculum of study of the The materials of the research were literary and relevant subject, lecture material and material for practical information sources on the ways of using various software classes, control questions to test knowledge, furthermore, packages that are applied in classes in distance form. The video and audio materials can be placed on the platform, algorithm of research can be presented in the form of as well as presentations, many interactive materials and system interrelations between the form of carrying out detailed 3D-models. The system is filled according to remote employment and the information and software template forms and tools. Fig. 2 demonstrates a general resource which is used for its maintenance (Fig. 1). presentation of the discipline (subject) on the Moodle A separate category should include messengers, which platform. The most important information according to the are used to communicate with a particular student, and teacher who is engaged in development and filling of provide an opportunity to communicate with the entire system for remote studying of any subject is specified. group at once. These are: Viber, Telegram, WhatsApp, etc The next stage is to fill the system of topics and lecture materials that will be studied by the student within the 3. Results and Discussion framework of the discipline learning. As an example, authors provide the discipline "Theory of State and Law". Analysis of Fig. 1 suggests that among the information Furthermore, Fig. 3 presents the material that is displayed and software resources that allow conducting distance when working on a seminar. In the Moodle distance learning classes, it is possible to identify those with which learning system, it is also possible to use various forms of both the student and the teacher encounter in everyday life. control to supervise the acquisition of knowledge by These are primarily the use of e-mail and electronic disks students. The Google Classroom cloud-centric platform (for example, Google Drive), Skype – video technology, combines useful Google services organised specifically and Microsoft Office, which at present is studied by for learning. The following tasks are possible on its basis: Universal Journal of Educational Research 8(11D): 69-76, 2020 73

 create a separate class (course); that have been accessed by other users will also be found.  organise the enrolment of students in the course; It is possible to join an existing class or create a new one.  provide students with access to the necessary study Authors provide an example of creating a new one. To do material; this, click on "+" in the upper right corner and select  provide tasks to perform; "Create class". Then fill in the form in accordance with  evaluate tasks; the names of the fields.  organise communication between all participants. In the future it is possible to set the frame of the course Next, authors consider the algorithm in Google and create messages for students. When creating and Classroom in more detail. To get started, one needs to log organising the course, the main tabs will be available: in to corporate mail. Google Classroom is located in Tasks, People, and Grades. The Tasks tab allows adding Google applications where it can be selected for further learning materials to the course and distributing the tasks work. After signing up in the application, it will be by topic and in the required sequence. When creating a necessary to select a role – a student or a teacher. Once Task, the user should follow the prompts of the system opened, the user will be taken to Google Classroom where and carefully fill in all the fields, because the interface is they can start creating their own course. Training courses intuitive.

Figure 2. General Presentation of the Discipline Within the Remote Platform Moodle with the Selection of Basic Structural Elements

Figure 3. Presentation of Seminars in the Moodle System 74 Information Technologies and Teaching Aids for Distance Learning in Educational Institutions under Quarantine

The People tab will list the students who have joined needs to click on the system button "Schedule a New the course. Users who have not yet confirmed the Meeting". To edit a conference, the user must go to the invitation in the system have a pale icon and are inactive. "Personal Meeting Room" tab, view the meeting details The user can send individual notifications to all authorised and click on the system button. In addition, this tab can be users via corporate mail (click on the icon and select the used to duplicate the meeting in such cloud-oriented command "Send a letter to the student"). In the Grades tab, applications as Google Calendar, Outlook Calendar, the teacher can check the tasks, give grades, comment on Yahoo Calendar. It is also important to consider the the answers. In the Grades tab, 2 modes for work are functionality, which is located at the bottom of the video available: conferencing 1. View all works of a specific user (student)  Mute: Mute or unmute the microphone. 2. Check the works directly in the general window  Start Video: show video from the camera or install a screen saver from the account. If necessary, the teacher has the opportunity to leave  Invite: view and manage participants (if the user is the comments on the work. Returning to the Tasks tab, organiser). statistics are available for each type of work. Furthermore,  Manage Participants: opens a window with a list of most of the functionality is for student work, but it is users. difficult to cover it in great detail within the framework of  Share Screen: allows uploading photos and images to a scientific article on the basic technologies of distance show to the participants, show the desktop of the learning. Summarising the description of the features of user's computer. work in Google Classroom, it should be stated that this  Reaction: allows adding an emotional reaction to the resource is best suited for practical classes and report. independent work of students in the format of distance  More: button for selection of additional parameters. learning. Zoom combines cloud video conferencing, simple To end the meeting, click on “End Meeting” in the Internet conferencing, group chat in conference rooms system window and select the method of ending the based on the platform. After registering or logging in, meeting (only for the user who created the conference or click Organise a conference – the desktop application will for all participants). During the meeting, users can invite be downloaded automatically. Alternatively, a user can people to join the conference by clicking on the Invite tab. click on the download link in the footer https://zoom.us or After clicking the invitation, users can select the option download directly at https://zoom.us/support/download. "Invite by e-mail", "Invite in chat", and "Invite by phone" To log in, the user needs to visit https://zoom.us and click (requires a subscription to the audio conference plan) or "Sign in". Google, Facebook, or Zoom accounts are invite a number system (requires a subscription for available for logging in. connection to the cloud). Users must select “Copy URL” If a user has no Zoom account, they can click "Sign Up, or “Copy Invitation” to send instant meeting information It's Free" button to create a new Zoom account. Next, the to another location. Copying the URL will copy the join interface of the personal account should be explored and link, and Copy Invitation will copy the full text of the account settings and conference settings need to be invitation. it can further be pasted using Ctrl + V on PC, adjusted. The Personal Meeting ID (PMI) is automatically Command + V on Mac, or by right-clicking and selecting assigned to the user as a permanent personal meeting Paste. room. The user can run it at any time or schedule it for To invite from the Zoom web portal, users need to go to future use. the Meeting menu in the account and select the meeting to The user's PMI is part of the personal meeting URL, for which they want to invite others. Then users need to go to example, https://zoom.us/j/5551112222. If the user is on a the tab "Personal Meeting Room" and click "Copy the paid subscription and has a Pro license, it is possible to set invitation". The meeting invitation will be copied and this a 10-digit PMI, otherwise changes are not possible. information will be available for pasting into an email or Conferences: other location where users want to send it. 1. Start: Click “Start” to start a pre-scheduled Thus, the main functionality of the information and conference included in the list of upcoming software resource Zoom, which is created for video conferences. conferencing in distance learning, was considered. It 2. Edit: Edit or update the scheduled conference in the remains to consider the latest resource of this study, “Personal Meeting Room” tab. namely Hangouts Meet. To organise a video lesson via 3. Delete: Click “Delete” to permanently delete the Google Calendar with the use of Hangouts Meet, users scheduled conference. need to: The user must select “Meeting” to view, start, edit, and  In the browser window, open the link: delete scheduled conferences, conference entries, and https://gmail.com/. Enter your corporate email personal conference ID. To start creating an meeting, one address, click "Next" and add a password. Universal Journal of Educational Research 8(11D): 69-76, 2020 75

 Classes should be scheduled in advance for a specific develop after the completion of quarantine restrictions, day and time. To do this, sign in to Google Calendar. because, of course, the distance learning technologies are Then select the specified day and time in the calendar, the future of world education. Further development of the add the name of the event and click "Other settings". study is seen in scientific articles on each separate  Add lecture time and select “Hangouts Meet”. information and software resource for the educational process within the framework of distance learning. All students are added to the meeting with the help of "Add guests" by typing their names. Then a link to a video call can be selected and shared in other available ways (in the ENC e-learning system, social networks, etc.). After adjusting all the settings, click "Save". The system will ask to send invitations to participants whose addresses the REFERENCES user has specified. 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Access, Vol. 6, 2018. of promoting self-education, Distance learning as a modern educational technology, Materials of the interuniversity [13] Moodle, Online available from https://moodle.org/mod/pag webinar, Vinnytsia Institute of Trade and Economics of e/view.php?id=8174. Kyiv National University of Trade and Economics, 359 p, [14] G.V. Datsenko, Z.V. Suzanska. Distance learning as a means 2017. Universal Journal of Educational Research 8(11D): 77-81, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.082410

Professional and Conceptual Principles of Pianists' Education in M. Hlinka Dnipropetrovsk Academy of Music: Historical and Pedagogical Experience

Yanina Lysenko1,*, Dariia Korotenko2, Tetyana Martynyuk3, Olena Tkachenko3, Eleonora Vlasenko4

1Department of Piano, M. Glinka Dnipropetrovsk Academy of Music, 49000, Dnipro, Ukraine 2Department of Social and Humanitarian Disciplines, M. Glinka Dnipropetrovsk Academy of Music, 49000, Dnipro, Ukraine 3Department of Artistic Disciplines and Teaching Methods, Pereiaslav-Khmelnytskyi Hryhoriy Skovoroda State Pedagogical University, 08401, Pereiaslav, Ukraine 4Department of Instrumental Carrying Out and Musical Art of Stage, Bogdan Khmelnitsky Melitopol State Pedagogical University, 72300, Melitopol, Ukraine

Received August 17, 2020; Revised September 28, 2020; Accepted November 20, 2020

Cite This Paper in the following Citation Styles (a): [1] Yanina Lysenko, Dariia Korotenko, Tetyana Martynyuk, Olena Tkachenko, Eleonora Vlasenko , "Professional and Conceptual Principles of Pianists' Education in M. Hlinka Dnipropetrovsk Academy of Music: Historical and Pedagogical Experience," Universal Journal of Educational Research, Vol. 8, No. 11D, pp. 77 - 81, 2020. DOI: 10.13189/ujer.2020.082410. (b): Yanina Lysenko, Dariia Korotenko, Tetyana Martynyuk, Olena Tkachenko, Eleonora Vlasenko (2020). Professional and Conceptual Principles of Pianists' Education in M. Hlinka Dnipropetrovsk Academy of Music: Historical and Pedagogical Experience. Universal Journal of Educational Research, 8(11D), 77 - 81. DOI: 10.13189/ujer.2020.082410. Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License

Abstract The article deals with the professional and knowledge to achieve the goal, to seek new ways and conceptual principles of education of pianists at the M. effective teaching methods, to confidently possess modern Hlinka Dnipropetrovsk Academy of Music in the context innovative methods and technologies and to implement of historical and pedagogical experience. It is emphasized them. that interdisciplinary communication is a pedagogical category for the designation of synthetic, integrative Keywords Music Education, Interdisciplinary relations between music disciplines and processes, which Communication, Educational Process, Pianists are reflected in the content, methods and forms of the educational process for the fulfilment of educational, developmental and educational functions. It has been found that the content of the educational process of the Piano 1. Introduction Department of the M. Hlinka Dnipropetrovsk Academy of Music is a complex of interdisciplinary connections, which In today’s social conditions before higher pedagogical updates this process and is the result of a single education raised the demand of formation of a new scientifically substantiated set of pedagogical tasks. In this generation of teachers, prepared for high-quality regard, the basic pedagogical principles that are used in the educational needs of the individual, realization of education of pianists in M. Hlinka Dnipropetrovsk intellectual and cultural potential. The solution to this Academy of Music are outlined. Thus, the problem requires from the teacher of formation of a wide professional-conceptual principles of education of pianists range of professional-conceptual foundations: awareness in M. Hlinka Dnipropetrovsk Academy of Music is the of personality-oriented paradigm of education, creative integral ability of future specialists to acquire approach to organization of educational process on methodological knowledge and skills, to control and disciplines of artistic and aesthetic cycle, art literacy, the analyze the learning process, to assess the quality of mastery of innovative teaching technologies. 78 Professional and Conceptual Principles of Pianists' Education in M. Hlinka Dnipropetrovsk Academy of Music: Historical and Pedagogical Experience

Modernization of the content of music education and 2. Piano School of M. Glinka updating of methods and tools of learning are the basis of Dnipropetrovsk Academy of Music new pedagogical searches in M. Hlinka Dnipropetrovsk Academy of Music. as the Main Institution of Creation Since the learning objects are built in the logic of a of Musical Culture of Ukraine particular science and they are all more or less connected with each other, there is a need of establishing Many aspects of the development of music education and its historical and pedagogical experience, in particular interdisciplinary links. The problem of interdisciplinary at the level of individual regions of our country, remain communication in the field of musical-pedagogical unused in the actual practice of cultural development. A preparation of specialists is that the system of musical considerable number of questions remain debatable, in education not enough uses a new organizational and fact there are no fundamental theoretical developments on methodological forms, theoretical and practical research this issue. It is appropriate to emphasize that the leading in the educational process. After all, the question of a role in the system of music education in the holistic music education should be addressed in unity with Dnipropetrovsk region is played, first of all, by the general pedagogical and general didactic aspects of Dnipropetrovsk Music School, which is established in education on the basis of strengthen the connection of 1901 on the basis of music classes. In 2016, this theory and practice of the learning process. The practical educational institution was renamed to Mykhail Hlinka realization of interdisciplinary communication is largely Dnipropetrovsk Academy of Music. Note that in the determined by the historical and pedagogical experience culturation processes of Dnipropetrovsk region pianists of teachers [1]. took part directly. From their first performances in Comprehensive study of the issues of professional and outdoor educational activities, much time has passed. But conceptual foundations of pianists’ education on the there wasn’t a certain recognition of the historic values of example of M. Hlinka Dnipropetrovsk Academy of Music the piano school. is of fundamental importance both for the development of During its existence, the piano school of M. Hlinka scientific, theoretical foundations of pedagogy, and for the Dnipropetrovsk Academy of Music performed the practical activity of teachers. It is the professional and function of creation of musical culture of Ukraine, conceptual principles that should provide a single detecting opportunities in the development of teacher methodological basis for the subject system as a whole, education. In each historical period, the new born views, and facilitate a successful learning process in all which are kind of aware of the society respectively to the disciplines [2]. actual problems of his time, certain queries. The scientist Modern methodological and technological bases of N. Huralnyk [9] believes that the instrument of future music teachers training are laid by the fundamental introducing today’s students to experience effective means works of E. Abdullin [3], I. Ziaziun [4], O. Oleksyuk [5], of mastering music and vocational and professional action H. Padalka [6], O. Rudnytska [7], O. Rostovsky [8] and is a piano school is “scientific, practical, artistic, creative, others. The problems of professional training of pianists national-correct, historically – informed, are highlighted in the scientific literature of modern traditionally-ethical, historical experience of generations”, researchers N. Huralnyk [9], Zh. Dedusenko [10], N. the process of using the personality of the Zymohliad [11], Yu. Nekrasov [12], L. Radkovska [13], A. musician-pianist’s particular system of the corresponding Rumyantseva [14], H. Tsypin [15], and others. The projected performance and pedagogical ideas in their question of the use of cross-curricular relations in ingenious creative personality-collective interpretation pedagogy was investigated in the works of Yu. Babanskyi (chosen by the teachers – leaders of their followers) in art [16], Ya. Kamenskyi [17], V. Maksymova [18], N. education professional music industry”. Tararak [19], K. Ushynskyi [20], R. Fedorets [21], and For example, the historical and pedagogical experience others. It should be noted that many scientific works of the scientist is the path for the preservation of musical devoted to this problem testify that the professional traditions in the upbringing of pianists, namely: training of future pianists in higher education is carried  compliance with the relevant set of compositions out in accordance with the concept of fundamentalization using the world’s masterpieces of piano music, of higher education and the idea of university science as a created in different historical periods; subsystem of the integrated scientific and technical  performance of piano works by the stylistic complex of the state. principle; The analysis of the scientific literature shows that the  the enrichment of the musical repertoire through the study of the historical and pedagogical experience of study of Ukrainian classical piano music; professional and conceptual foundations of pianists’  the continuation of traditions through direct education in M. Hlinka Dnipropetrovsk Academy of acquisition and usage in the performing and Music has not yet been the subject of special study, this is pedagogical practice in music of contemporary the aim of the research. Ukrainian composers; Universal Journal of Educational Research 8(11D): 77-81, 2020 79

 observance of the principle of artistic excellence; which is a part of a more general problem of systematic  to preserve the spirit of the enlightenment as the learning [23]. axiological component of spiritual education of the The interconnection of the disciplines of the personality of the pianist [9]. historical-pedagogical cycle makes possible the formation of vocational and pedagogical skills and pianist skills, It should be noted that the basis of pianistic skill in M. which serve as one of the main indicators of the future Hlinka Dnipropetrovsk Academy of Music are used in teacher’s readiness to solve educational problems. These concertmasters, vocal, conductor’s class, in the cycle of include, first of all, design skills such as the ability to musical and theoretical disciplines in the process of analyze and synthesize teaching material [24-26]. In other pedagogical practice in the future work of the teacher. words, the connections between the subjects of the However, says G. Tsypin [15], “it is not enough to pedagogical cycle promote the development of ascertain opportunities for piano pedagogy, a independence and activity of musical and pedagogical comprehensive and intensive development of thinking and equip future performers with real methods of students-musicians. The point is to use these opportunities didactic and educational influence. In doing so, the to reveal them exhaustively”. In this regard, the piano hierarchy of connections in music teachers training is study in M. Hlinka Dnipropetrovsk Academy of Music traced: based on the methodology of the social disciplines, must be constantly improved and the basis for this lies in the subjects of the historical and pedagogical cycle form the organization of classes with the main tool. the chain that connects with methodical and special Musicologists, teachers, prominent figures of the piano training [27-29]. Let’s consider in more detail the impact school were deeply aware of the amount of its cultural and of interdisciplinary communication on the organization of creative artistic potentials. For instance, the modern the educational process, in particular, pianists’ education researcher Yu. Nekrasov [12] believes that a university on the example of M. Hlinka Dnipropetrovsk Academy of level of music education requires the development of Music. “intellectual and spiritual abilities of the student”, the use It is appropriate to emphasize that the organization of of the spiritual resources of the individual in the call of the pianists' education in M. Hlinka Music Academy is a psychological state of readiness to the creative system interrelated educational process with disciplines, “asceticism”. It becomes clear that together with other namely: history and culture of Ukraine, philosophy, factors, piano training is a subject of culturation in society psychology, pedagogy, folk music, history of world music by expanding its content, high professional level of culture. That is, future specialists should not only know teachers and students, awareness by musicians of their the general concepts, facts, laws, but also have an idea of cultural and creative mission. different directions of world music art, to be able to We should emphasize that the concept of generalize traditional and innovative scientific researches interdisciplinary communication is defined as the mutual in the field of musicology, school psychology and consistency of curricula in different subjects, pedagogy, to know and apply in their creative work methodological training of future teachers in educational musical computers technologies and innovative programs. institutions, which performs a cross-curricular function, synthesizing the knowledge and skills required for the teacher in his or her profession role [22]. Researcher R. Fedorets [21] defines interdisciplinary communication as 3. The Main Pedagogical Principles in a pedagogical category “to denote synthesizing integration the Education of Pianists of M. relations between objects, phenomena and processes of Hlinka Dnipropetrovsk Academy of reality, which are reflected in the content, forms and Music methods of the educational process and carry out educational and developmental functions in their organic In this regard, our study identified certain tasks that unity”. contribute to ensuring the effectiveness of the results of In pedagogy, the idea of a multidisciplinary dimension pianists’ educational process in M. Hlinka Dnipropetrovsk emerged in the search for ways to reflect the integrity of Academy of Music, namely: the content of teaching material. The scientist Y. 1. To analyze and actively search for ways of interaction Kamenskyi [17] understood the importance of establishing of the basic philosophical-educational and links between disciplines in order to form a system of historical-pedagogical and scientific approaches knowledge for students and to ensure the integrity of the (traditional and innovative). learning process. He believed: “Everything that is in 2. To understand the continuity of pianists’ training, connection should be taught in the same way”. The most which is related to the consistency and stage of complete psychological and pedagogical substantiation of mastering a profession in the context of a degree the didactic value of interdisciplinary communication is education. given by K.D. Ushynskyi [20]. The prominent educator 3. To be able to use information and computer derives the theory of interdisciplinary communication, technologies in the educational process, on the basis 80 Professional and Conceptual Principles of Pianists' Education in M. Hlinka Dnipropetrovsk Academy of Music: Historical and Pedagogical Experience

of which it is provided fast, productive access to the 4. Conclusions latest ideas, forms of communication and creativity. 4. To be able to use informative active methods, forms, Thus, in M. Hlinka Dnipropetrovsk Academy of Music elements of problems, scientific search, various kinds professional and conceptual basis of pianists’ education of independent work in the educational process of occupy a special place, because of solving the important pianists. problems of mastering the historical and pedagogical 5. To expand the range of pianists’ performance related experience in accordance with the speciality. The study of to the design, modelling and practical implementation interdisciplinary communication showed that, through the exchange of interdisciplinary information and their of pedagogical design in the direct educational complex interaction, the knowledge and skills of both practice. piano and related disciplines are generalized, which On the basis of the above tasks, in order to form contributes to the formation of future specialists’ professional and conceptual foundations in the education methodological competence. of pianists of M. Hlinka Dnipropetrovsk Academy of The materials of the study are a prerequisite for making Music, the main pedagogical principles can be outlined: adjustments to the content of the curricula of M. Hlinka  the principle of historicism, integrity and systematic Dnipropetrovsk Academy of Music for the education of nature, which envisages a broad style and genre pianists and their updating on the basis of interdisciplinary coverage of the educational material; communication.  the principle of didactic validity of the choice of each piece, which is implemented into the individual curriculum of students-pianists in the creative mastery of the piano;  the principle of unity of artistic, pianistic and REFERENCES pedagogical knowledge, which is realized in different [1] O.S. Aleksandrova, V.V. Loiko, N.M. Vinnikova. Trade in directions of work; the decade following the collapse of the USSR, Visual  the principle of mastering the skills of performing and Anthropology, Vol. 33, No. 2, 128-137, 2020. verbal interpretation of works on the basis of piano art, [2] V.I. Ivin, V.V. Ryndin. Unsteady flow in branched ducts of possessing the ability of artistic and pedagogical inlet pipes of internal combustion engines, Bulletin of the analysis of music; Higher Educational Institution of Mechanical Engineering,  the principle of creative expression in the process of Vol. 9, 100-105, 1976. reproduction of artistic images of piano music is [3] E. Abdullin. Methodology of Pedagogy of Musical aimed at activating the creative potential of the pianist, Education, Academia, Moscow, 2006. applying the method of “artistic exaggeration” [6] and [4] I. Ziaziun. Philosophical Principles of Education: the relief submission of artistic details in order to Educational and Educational Paradigms, Educational orient the performance to the certain age category of Technologies, Dialectics of Pedagogical Action, listeners [9]. Pedagogical Skills in Institutions of Professional Education, Nauka, Kyiv, 2003. Summarizing the above mentioned, one can argue about the interdependence of the broad promotion of the [5] O. Oleksyuk. Musical Pedagogy. Education of Ukraine, creativity of domestic and foreign composers, the Pedahohichna Dumka, Kyiv, 2013. implementation of interpretative principles of [6] G. Padalka. Pedagogy of Art as a Direction of Scientific performance, reliance on the principles and historical and Cognition, Pedahohichna Dumka, Kyiv, 2007. pedagogical experience of outstanding music teachers and [7] O. Rudnytska. Pedagogy: General and Artistic, achieveness of the high level of performance culture of Pedahohichna Dumka, Kyiv, 2002. the students of M. Hlinka Dnipropetrovsk Academy of Music. [8] O. Rostovsky. Thery and Methods of Music Education, Navchalna Knyha – Bohdan, Ternopil, 2011. At the same time, it can be argued that the professional and conceptual principles of pianists’ education in M. [9] N. Huralnyk. Ukrainian Piano School of the Twentieth Hlinka Dnipropetrovsk Academy of Music is the integral Century in the Context of the Development of Music ability of future specialists to acquire methodological Pedagogy: Historical, and Methodological Theoretical- Technological Aspects, National Pedagogical Dragomanov knowledge and skills, to control and analyze the teaching University, Kyiv, 2007. process, to assess the quality of knowledge to achieve the goal, to seek new ways and effective teaching methods, to [10] J. Dedusenko. Performing Pianist School as a Kind of Cultural Tradition, Nauka, Kyiv, 2002. possess modern innovative methods and technologies confidently and to implement them to the educational [11] N. Zymohliad. Piano performance of Ukraine in the 1930’s, process. Culture of Ukraine, Vol. 45, 268-274, 2014. Universal Journal of Educational Research 8(11D): 77-81, 2020 81

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Certain Aspects of the System of Public Administration of Universities: World Practices and the Ukrainian Dimension

Oleksandr M. Nepomnyashchyy*, Oleksandra A. Marusheva, Yurii H. Prav, Oksana V. Medvedchuk, Iryna A. Lahunova

Department of Public Administration, Educational-Scientific Institute of International Relations and Social Sciences, Interregional Academy of Personnel Management, 03039, Kyiv, Ukraine

Received August 12, 2020; Revised September 21, 2020; Accepted November 20, 2020

Cite This Paper in the following Citation Styles (a): [1] Oleksandr M. Nepomnyashchyy, Oleksandra A. Marusheva, Yurii H. Prav, Oksana V. Medvedchuk, Iryna A. Lahunova , "Certain Aspects of the System of Public Administration of Universities: World Practices and the Ukrainian Dimension," Universal Journal of Educational Research, Vol. 8, No. 11D, pp. 82 - 86, 2020. DOI: 10.13189/ujer.2020.082411. (b): Oleksandr M. Nepomnyashchyy, Oleksandra A. Marusheva, Yurii H. Prav, Oksana V. Medvedchuk, Iryna A. Lahunova (2020). Certain Aspects of the System of Public Administration of Universities: World Practices and the Ukrainian Dimension. Universal Journal of Educational Research, 8(11D), 82 - 86. DOI: 10.13189/ujer.2020.082411. Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License

Abstract The article deals with determining ways to partnerships, the level of material and technical resources improve the system of public administration of educational of the educational process, the level of employment of institutions in order to ensure competitiveness. Were graduates in the specialty and the like. These indicators analysed the main trends in the regulatory support for the provide motivation to improve the performance of higher activities of higher education institutions in the article, as a education institutions, but do not fully solve the problem of result of which the basic innovations of the Law of Ukraine lack of funding, in particular for innovation. Low pay for “On Higher Education”, which became the basis for the faculty members also affects the educational process formation of systems of academic mobility, virtue and negatively. Thus, the article gives recommendations on the autonomy, were defined. The main problems of possibility of increasing the effectiveness of the system of development of higher education system in Ukraine were state management of universities, which consists in identified, consisting of imperfect management creating opportunities to attract financial resources of mechanisms, inefficient system of financing and partners of higher educational institutions, cooperation of incomplete implementation of processes of academic education and business, simplification of the system of autonomy defined by law. The main approaches to development of grants and financial cooperation with reforming the higher education system in Ukraine were foreign educational institutions. analysed, as a result of which the role of the public Keywords Public Administration, Public administration system in the regulation and coordination of Administration Mechanisms, Higher Education higher education institutions were determined. Today this Institutions, World Experience, Development of system is not flexible and therefore cannot be effective. Education The creation of approaches to the rating of higher education institutions determines the format of redistribution of funds in the system of state financing of education. This system will motivate educational 1. Introduction institutions to improve the quality of the educational process, research activities, academic mobility, The Ukrainian system of higher education is in the Universal Journal of Educational Research 8(11D): 82-86, 2020 83

conditions of reform and transformation, which is  to analyse the main approaches to reforming the connected with the transition to the European educational higher education system in Ukraine; space [1-4]. Innovative approaches to the construction of a  to define the role of public administration in the quality system of higher education determine the priority regulation and coordination of higher education of the state on the regulation of educational processes, as institutions; this field has high social importance [5, 6]. So, the reform  to give recommendations on the possibility of of higher education is a priority of state development, increasing the efficiency of the system of public because it is education that forms the future development administration of higher education institutions. of social and economic processes in the state. The key tasks facing the education system are the transformation of approaches to the presentation of educational material, 2 . Analysis of the Main Provisions of the renewal of the physical resources in accordance with the Law of Ukraine “On Higher the needs of the modern market, and the improvement of Education” the competitiveness of higher education institutions by improving the quality and standards of education, the Under conditions of rapid development of economic reorientation of the system of students` training to the systems, science and technology, modern educational field requirements of the modern labour market [7-9]. These works in conditions of additional challenges and tasks are the basis for the formation of the educational requirements to its effectiveness. Ensuring the policy of the state in order to ensure its innovative competitiveness of higher education institutions is no development and competitiveness in the system of longer only as knowledge and skills provided to students, intellectual potential at the global level. So, the issue of an important factor is the mobility of the educational public administration of universities has great practical institution, its ability to integrate into the world relevance and requires research taking into account the educational and scientific space, adaptability, the development of modern economy and innovation [10]. possibility of transformation in accordance with the latest The relevance of the topic of the study draws the trends, modern forms and methods of building the attention of the authors to it. In particular, certain aspects educational process and many other factors. The European of the system of public administration were defined in the integration of Ukraine, on the one hand, has opened up scientific works of O.Yu. Obolensky [11]. V.M. additional opportunities for domestic educational Martynenko [12] tried to systematize approaches to public institutions to establish scientific and educational ties with administration in his work. N.M. Kolisnichenko [13] European and world partners, the opportunity to acquire experience and apply the best educational practices of the considered issues of public administration in the system of world, but, on the other hand, the opening of educational higher education in his thesis research. Certain aspects of boundaries has increased competition and forced higher management in education are defined in the work of I.V. education institutions to operate at high standards, Moroz [14]. O.M. Shelomovska [15] formed the concept However, funding for these institutions is significantly of synergistic effect from the implementation of rational lower from European institutions, which affects mechanisms of public administration in education. considerably the competitiveness of both individual However, in the context of transformational processes and institutions of higher education and the field as a whole. reform of the higher education system, it is useful to In these circumstances, it is important to find effective establish new priorities for the development of the field mechanisms for the management of higher education at and the mechanisms of public administration in it. The the state level in order to create conditions for competitive constant development of science and technology, the development [16-18]. increasing requirements for graduates of higher education The new provisions of Law of Ukraine No. 1556-VII institutions, the growing competition in labour markets at “On Higher Education” [19]. have become special the global level influence the increasing relevance of this conditions for financing educational institutions, topic and the need to continue research on public stimulation of quality improvement, control of quality of administration in the field of higher education. education by impartial institutions, conditions of rating for According to the relevance of the research, the purpose students and higher educational institutions themselves in of the article is to find ways to increase the effectiveness obtaining state funding, creation of funds for scientific of public administration of universities in order to ensure research and development, provision on academic quality education and competitiveness of education of mobility, integrity and autonomy of educational Ukraine in the world economic markets. For the purpose institutions, democratization of management processes. of research, the following tasks are realized: The basic concepts introduced into the higher education  to analyse the main trends in the regulatory support system were academic autonomy, virtue and mobility. We for the activities of higher education institutions; will analyze these concepts, and those changes and  to identify the main problems of the development of improvements that have been determined with their use – the higher education system in Ukraine; Table 1. 84 Certain Aspects of the System of Public Administration of Universities: World Practices and the Ukrainian Dimension

Table 1. Basic provisions of the legislative support of the higher education system under the Law of Ukraine “On Higher Education” (2014)

Concept Definition Field of application Advantages Ensuring the quality of the A set of ethical principles and... rules to be followed by educational process, monitoring participants in the educational process during training, Uniqueness of research Academic the identity of persons who are teaching and carrying out scientific (creative) activities in work and educational virtue studying, protecting intellectual order to ensure confidence in the results of training and/or achievements of students property rights in science and scientific (creative) achievements education Establishment of ties and Opportunity to gain leading Opportunity of participants in the educational process to sharing of experience world experience, participate in Academic study, teach, train or carry out scientific activities in with the world's scientific the latest trends and processes mobility another institution of higher education (scientific and educational of education and scientific institution) in the territory of Ukraine or abroad communities research Autonomy and independence of participants of Opportunity for higher educational process in the conduct of the pedagogical, education institutions to scientific and pedagogical, scientific and/or innovative Transparency and Academic be independent in their activity which is carried out on the principles of freedom democratization of educational freedom own activities, strategic of expression and creation, dissemination of knowledge processes, transfer of more (autonomy) decision-making and and information, carrying out scientific research and use powers “to the ground” management decisions of their results, and realized taking into account the collectively restrictions set by the law

Therefore, the adoption of the Law of Ukraine “On  high extent of bureaucratization of educational Higher Education” contributed to the development of the process: the duplicating reports, statistical processes of ensuring the quality control of the information which cannot be authentic owing to a educational process, the performance of education, opened number of factors and is not presented in full etc.; wide opportunities for cooperation at the global level,  legislative and regulatory barriers to the development created new opportunities for the development of higher of higher education institutions, unreasoned tender education institutions [13]. systems, prohibitions on certain types of procurement relating to innovative development, etc. In relation to the identification of these problems, as 3. Characteristics of Problematic such, which impede the development of the field and Aspects of the Development of the reduce its competitiveness, it is necessary to consider the Domestic System of Higher steps of transformation that the state is undertaking to Education improve the situation. In order to increase competition between higher education institutions and European However, along with positive points, these concepts colleagues, the following regulatory measures have been have discovered and exacerbated problematic aspects of applied and are being developed and implemented at the the development of the domestic higher education system, state level: among which it is useful to identify the following:  activation of academic mobility processes,  low competitiveness of Ukrainian higher education development of new regulatory documents institutions in the international arena; supporting the development of academic mobility  low level of financial support for institutions of projects in Ukraine and abroad, liberalization of higher education, both at the expense of the state departure processes, processing papers and reports budget and due to the formation of own revenues, for on the results of academic mobility programs and example, from the conduct of contract form of projects; training, economic contractual relations, grant  development of catalogs of financing of higher projects, etc.; education institutions depending on the  the desuetude of physical resources of higher achievements of the institution of higher education, education institutions, which affects the possibilities which are measured by indicators of academic of quality education of students taking into account mobility, research work, ratings of the educational modern technological processes and the performance institution in scientometric databases related to of economic contractual works and innovative publications of researchers and their citation, research; indicators of employment of graduates by specialty  low level of remuneration of faculty members, lack and other assessment criteria; of systems of motivation of faculty members,  creation of new accreditation and licensing systems, equalization of wages without taking into account which are connected with the need to ensure real achievements and volume of work; transparency and impartiality of these processes, the Universal Journal of Educational Research 8(11D): 82-86, 2020 85

creation of a system of expert assessment and Education”, which defined the foundations of academic comprehensive assessment of the results of the mobility, academic virtue, autonomy. The development of activities of the institution of higher education in academic mobility has increased the capacity of higher certain training programs or specialty. education institutions to partner with institutions around the world. However, this trend has contributed not only to So, today the system of public administration works in the exchange of experience and the creation of additional the direction of developing approaches to differentiation opportunities, but also to the low competitive capacity of of opportunities to receive budget financing by domestic higher education institutions. Issues of academic universities. Since budgetary money is insufficient to fully virtue contributed to improving the effectiveness of finance the obligations of the Ministry of Education to quality control systems of the educational process, the universities of the state form of ownership (which are the performance of knowledge and skills gained by students majority in Ukraine), mechanisms for its more effective during the course of education. Academic freedom was distribution are being developed under conditions of viewed in terms of increasing the ability of educational limited funding by state institutions. This situation leads institutions to self-realize. However, in analysing existing to support for higher education institutions with high approaches to reforming and transforming the education ratings and reduces the competitive advantages of those system, an insufficient level of academic freedom educational institutions that are inefficient. Of course, this (autonomy) was identified, which inhibits the solution of situation will lead to the closure of less competitive higher the main issue of ensuring the competitiveness of education institutions, but fundamentally the problems of educational institutions - increasing the efficiency and renewal and modernization of the domestic higher financing of educational institutions. Proposals have been education system will not solve [20,21]. developed to ensure the effectiveness of these processes. The author proposes to consider the possibility of creating financial autonomy for higher education institutions, which will allow them to compete in the market for the provision of educational services, freely dispose of their financial resources, directing them to REFERENCES development and improvement. The financial autonomy system may include the following elements: [1] O. Horban, T. Kuprii, R. Martych, L. Panasiuk. Implications  expansion of the powers of higher education of total quality management in Ukrainian higher education institutions: International experience, Naukovyi Visnyk institutions to use financial resources of their own Natsionalnoho Hirnychoho Universytetu, Vol.2, 126-130, income; 2020.  increasing opportunities for higher education institutions to cooperate with foreign partners in joint [2] Y.V. Ignatova, O.V. Ustinova, E.A.-K. Pirverdieva, E.V. Shakirova, J.V. Zubareva. Problems of integration of projects and programmes; national system of higher education in the world educational  creation of conditions for attracting business space, Espacios, Vol.38, No.40, 2017. investments in the development of science and education, formation of partnerships for the [3] S. Andreiev, V. Kogutiuk, R. Dymenko, S. Fediunin. Problems of development of interdisciplinary field of development of innovative projects, financing of knowledge “public administration and management” in research and training of future specialists; Ukraine, International Journal of Innovative Technology and  creation of conditions of real financial autonomy on Exploring Engineering, Vol.8, No.7, 2642-2651, 2019. the basis of public control of supervisory boards of [4] O.V. Rogach, E.V. Frolova, N.V. Medvedeva, T.M. educational institutions, formation of foundations of Ryabova, M.S. Kozyrev. State and public management of open competition in the market of educational education: Myth or reality, Espacios, Vol.38, No.25, 2017. services provision. [5] T.W. Haase, T. Haddad, N. El-Badri. Public administration higher education in Lebanon: An investigation into the substance of advertised courses, Journal of Public Affairs 4. Conclusion Education, Vol.24, No.1, 43-65, 2018. So, the result of the research was an analysis of the [6] A.V. Iatsyshyn, V.O. Kovach, Y.O. Romanenko, A.V. current situation to ensure the state management of Iatsyshyn. Cloud services application ways for preparation universities. The world's leading experience shows that of future PhD, Paper presented at the CEUR Workshop Proceedings, Vol.2433, 197-216, 2019. state regulation of the education system should be based not on administrative and managerial mechanisms, but on [7] T. Dobina, K. Haidukevych, S. Panchenko, I. Petrova, J. the creation of conditions of real competition. In particular, Sabadash. Effectiveness analysis of entrepreneurship model an important aspect of the development of the education of development qualities of future managers, Journal of Entrepreneurship Education, Vol.22, No.3, 2019. system and its integration into the world educational space was the adoption of the Law of Ukraine “On Higher [8] G. Purón-Cid. 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Management Curricula in Public Administration Education [15] O.M. Shelomovska. Synergetic principles of public in Latin America, Journal of Public Affairs Education, administration of higher education, Public Administration Vol.23, No.3, 903-924, 2017. and Local Self-Government: Abstracts of the IX International Scientific Congress, Kharkiv, Ukraine, 2009. [9] M.S. Alazmi, A.A. Alazmi. The role of administration and faculty in developing character education within public and [16] R.H. Bekmansurov, K.E. Kovalenko, K.M. Utkina, Y.A. private universities in Kuwait, International Journal of Novikova, Е.I. Zatsarinnaya, A.I. Rozentsvaig. State support Educational Management, Vol.34, No.4, 664-676, 2020. for persons with disabilities in the field of entrepreneurship, Journal of Entrepreneurship Education, Vol.22, No.2, 2019. [10] S. Khadzhyradieva, T. Hrechko, A. Savkov. Behavioral insights in public policy: Ukrainian case. Public Policy and [17] O.S. Aleksandrova, V.V. Loiko, N.M. Vinnikova. Trade in Administration, Vol.18, No.1, 85-99, 2019. the decade following the collapse of the USSR, Visual Anthropology, Vol.33, No.2, 128-137, 2020. [11] O. Yu. Obolensky. Public Administration and Public Service, [18] V.V. Ryndin. Application of the postulate of nonequilibrium KNEU Publishing House, Ukraine, 2005. to calculate the nonequilibrium of systems of dissimilar [12] V.M. Martynenko. Public administration in the system gases and liquids, Periodico Tche Quimica, Vol.17. No.34, paradigm system, Actual Problems of Public Administration: 998-1011, 2020. A Collection of Scientific Papers, Vol.2, No.16, 54-57, [19] Law of Ukraine No.1556-VII “On Higher Education”, 2003. Online available from https://zakon.rada.gov.ua/laws/show/ 1556-18#Text. [13] N.M. Kolisnichenko. Relationship Between State Regulation and Mechanisms of Self-Organization in the [20] V.V. Ryndin, V.I. Ivin. Investigation of multicylinder engine Management of Higher Education, Ukrainian Academy of filling-up nonuniformity, Izvestia vyssih ucebnyh zavedenij. Public Administration under the President of Ukraine, Masinostroenie, Vol.10, 71-75. 1981 Ukraine, 2003. [21] V.V. Ryndin. Mathematical modeling of the process of [14] I.V. Moroz. Management and Marketing of Education, filling an engine through an inlet manifold, Izvestia vyssih Osvita Ukrayiny, Ukraine, 2006. ucebnyh zavedenij. Masinostroenie, Vol.2, 71-75, 1980. Universal Journal of Educational Research 8(11D): 87-93, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.082412

Shaping of Professional Competencies as an Indicator of Students' Knowledge Quality

Halyna D. Kondratska1,*, Olena R. Voloshyn2, Roman O. Prots1, Iryna Ie. Kopko2, Valentyna I. Stets3

1Department of Sport Disciplines and Tourism, Drohobych Ivan Franko State Pedagogical University, 82100, Drohobych, Ukraine 2Department of Anatomy, Physiology and Valeology, Drohobych Ivan Franko State Pedagogical University, 82100, Drohobych, Ukraine 3Department of Practical Psychology, Drohobych Ivan Franko State Pedagogical University, 82100, Drohobych, Ukraine

Received August 10, 2020; Revised September 25, 2020; Accepted November 20, 2020

Cite This Paper in the following Citation Styles (a): [1] Halyna D. Kondratska, Olena R. Voloshyn, Roman O. Prots, Iryna Ie. Kopko, Valentyna I. Stets , "Shaping of Professional Competencies as an Indicator of Students' Knowledge Quality," Universal Journal of Educational Research, Vol. 8, No. 11D, pp. 87 - 93, 2020. DOI: 10.13189/ujer.2020.082412. (b): Halyna D. Kondratska, Olena R. Voloshyn, Roman O. Prots, Iryna Ie. Kopko, Valentyna I. Stets (2020). Shaping of Professional Competencies as an Indicator of Students' Knowledge Quality. Universal Journal of Educational Research, 8(11D), 87 - 93. DOI: 10.13189/ujer.2020.082412. Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License

Abstract The paper presents the problem of the peripheral vision can have a sufficient culture of development of key competencies of future physical movements and successfully perform complex education teachers. The methods of shaping key coordination exercises, underestimating the importance of competencies for future physical education teachers are tactile sensation and perception of the environment. It has disclosed, namely: social (ability to cooperate, understand, been proven that the integration of knowledge contributes social activity, formation of a physical culture of a person, to the formation of professional competencies of students the basics of a healthy lifestyle), motivational (formation of to teach the course “Physical Education”. personal ideas about the prestige of a high level of health Quality of Education, Flexible Knowledge, and physical fitness, the ability to learn, a creative Keywords Professional Competence, Key Competence, Educational approach to the use of motor actions in various conditions), Environment, Personal Component and functional (ability to operate with knowledge of physical activity, knowledge of the history of physical culture and sports, the expansion of motorial experience), which reflect a number of requirements of physical culture activity, is gradually expanding and improving. The paper 1. Introduction studies the results of the influence of sports disciplines on the formation of certain indicators in students using Active changes in activities in the life of each person statistical methods (correlation analysis, methods of leads to the idea that health and a healthy lifestyle are the mathematical data processing). To conduct the study, the source of an active search self-search in society, a methodological apparatus implemented was the analysis of balanced attitude to changes in the environment and in literary sources, laws and regulations, normative activities. All these challenges gave reason to share their documents, analysis, design, modeling, questionnaire ways to implement physical education. The difficulty in survey, observation, generalisation of the pedagogical finding an approach to students of secondary educational experience of specialists. The study involved 210 students institutions indicates a decrease in the importance of of 1st – 2nd courses studying in the educational training physical exercises and physical activity in the life of every program “014 Secondary Education (Physical Education)”. child. A physical education teacher is a carrier of social According to the results of observation and survey, it was skills that form a culture and a healthy lifestyle [1,2]. found that students with a low level of spatial thinking and The trajectories of the physical education have 88 Shaping of Professional Competencies as an Indicator of Students' Knowledge Quality

undergone significant changes during the reform of and value activities, and competence involves the level of primary school education. The changes that have taken achievement of personal competencies [14]. Researchers place in the school environment provide an opportunity to B. Maksymchuk [10], A. Chepelyuk [13] demonstrate reconsider the ways of providing educational services to excellent approaches to determining the internal structure future physical education teachers. The requirements of of professional competence of a teacher. the “Physical Education” curriculum for secondary O. Pometun and I. Sushchenko [15] placed great schools make it possible to understand that physical importance on key competencies, characterising them as a education as a subject should form the experience of requirement inherent in all members of society regardless educational, cognitive, practical and social activities in of gender, class, race, culture, marital status, language and students. The importance of the “Physical Education” to be consistent not only with ethnic, economic and subject has many approaches to solving the tasks set by cultural values of society. O. Ovcharuk and V. Bykov [16] the curriculum [3]. considers competence to be the result of acquiring The physical education teacher should be competencies, and that the concept of competence covers multifunctional, as he should support and develop the not only cognitive and operational-technological educational environment of students. The system of components, but also motivational, ethical, social and teacher training is gaining new momentum and aims to behavioral. link theoretical learning with the consistent consolidation It should be noted, that the analysts of professional of the acquired material in the school environment. competencies are E. Nicholas [17], A. Goldman [18], E. Successful professional activity of specialists in physical Weizsaecker and A. Wijkman [19] analyse and investigate education and sports is determined by competence, which the issues of forecasting and justification of competencies provides understanding of students’ needs, selection of that will ensure the success of professional activities in the modules, optimal variety of tools and correction of the future. Note that a number of scientists, such as N. Bibik educational process in physical culture [4]. [20], G. Kondratska [7], N. Stepanchenko [21], A. The purpose of this study is to identify ways of forming Chepelyuk [13], have developed valuable guidelines that professional competencies among students as an indicator will help teachers to create an educational environment, of the quality of knowledge. The authors searched for an provide various forms of integrated learning, involvement explanation and proof of the logical relationships and of children’s families and other partners to pedagogical coordination, visually observed, theoretically analysed interaction, to evaluate own practice in the context of and experimentally substantiated facts, phenomena, educational innovations, to monitor students’ processes, as a result of which new knowledge about the development.. object of study, methods and means of their influence on the physical development of a person are revealed. Research objectives: to develop scientific and 2. Methodology methodological material regarding the problem of the formation of professional competencies among students; The analysis of literature sources, laws and regulations, to reveal ways of formation of professional competencies normative documentation, analysis, design, modeling, among students; check the effectiveness of the proposed survey, observation, generalisation of pedagogical approaches to the formation of professional competencies experience of specialists was used as a methodological as an indicator of the quality of students’ knowledge. apparatus for conducting the research. According to this The training of specialists in physical education and goal, the authors proposed an experimental method of sports as an object, which should use different approaches teaching – to obtain and process information. Practical to spark the interest in physical exercises, allows to methods: explanation, demonstration, study in parts and in determine the optimal socio-psychological approaches to general, error correction, performance analysis, uniform, the training of students. It is worth noting that to date, repeated, variable, competitive, playing. Methods of many researchers have devoted their research to physical psychological training: persuasion, explanation, example, education in primary school, namely: O. Ilyina [5], A. praise, self-suggestion. Melnyk [6], G. Kondratska [7].It is known that scientists The study was conducted from 2019 to 2020. The study S. Karasevich [8], M. Ogienko and L. Lysenko [9] studied involved 210 students of 1st and 2nd courses enrolled in the formation of readiness for professional activity of a the educational-professional program “014 Secondary physical education teacher. Theoretical and Education (Physical Education)”. In studies in the field of methodological principles of professional training physical education and sports, statistical dependence is optimisation for physical education specialists are used. Study of statistical dependence makes it possible to considered in the studies of B. Maksymchuk [10], G. establish certain patterns between the studied values, Kondratska [7], A. Protsenko [11], N. Samsutina [12], A. which is important in the practice of teachers, trainers, etc. Chepelyuk [13]. Competence is a standard of experience, A statistical method, correlation analysis, is used to actions, knowledge, skills, abilities, creativity, emotional analyse the relationships between quantities. The

Universal Journal of Educational Research 8(11D): 87-93, 2020 89

( )( ) correlation is that in statistical dependencies, the average = 푛 , (1) value of one quantity varies depending on the average ∑푖=1 푥푖−푥̄ 푦푖−푦̄ value of another. The main tasks of correlation analysis where x , y – arithmetic푟 mean푛휎푥휎푦 of the considered values; are: determining the form of the relationship; determining the closeness of the relationship; determining the direction n – sample size, of the relationship. Knowledge of the form of dependence ( ) = , (2) is important for the subsequent choice of the formula for 푛 2 calculating the correlation coefficient. ∑푖=1 푥푖−푥̄ 푥 � 푛−1 Determining the closeness of the relationship. The 휎 ( ) = (3) 푛 2 closeness of the relationship between the measurement ∑푖=1 푦푖−푦̄ results is characterised by a special indicator called the (2) and (3) are standard휎푦 deviations� 푛−1 . correlation coefficient (r, ρ, R, rxy, rxy, z). To determine To check the meaningful relationship between the the relevance of the problem, the authors used methods of evaluation of the quality of students’ knowledge and mathematical data processing by Pearson, which made it performance, a Spearman’s rank correlation was possible to conduct a correlation analysis and verify the calculated. Measurement in the order scale determines the relation of quality indicators of students’ knowledge of use of Spearman’s rank correlation coefficient (Table 2): sports and their success. To determine the correlation coefficients, there are certain mathematical formulas, the = 1 , (4) ( )( 2 ) use of which is determined by the following conditions: 6 ∑ 푑 the scale in which the values are measured; the number of where 휌 − 푛 푛−1 푛+1 measured results; compliance of the sample with the = (5) normal distribution. If the measurement is performed on a scale of relations or intervals, then the linear relationship the difference of ranks 푑of this푑푥 pairі − 푑 of푦і indicators x and y; n to calculate the correlation coefficient using the is the sample rate. Brave-Pearson formula (Table 1):

Table 1. Correlation analysis of students’ quality of knowledge and performance indicators (according to Brave-Pearson) Average coefficient of No. X Y (x -x )2 (y -y )2 i c i c variation 1 101 73 729 2.777778 0.037431784 2 120 70 64 21.77778 0.039036003 3 115 77 169 5.444444 0.035487275 4 135 75 49 0.111111 0.036433603 5 142 76 196 1.777778 0.035954213 6 155 77 729 5.444444 0.035487275 Average value 128 74.66666667 322.6667 7.466667 - Standard deviation 17.96292 2.73252 - Brave-Pearson correlation coefficient 0.505869 -

Table 2. Rank coefficient of correlation of indicators of students’ quality of knowledge and performance (according to Spearman)

Average value Ranks Rank difference Square of rank difference Total d2

2 xi yi x y d d 101 73 6 5 1 1 120 70 4 6 -2 4 115 77 5 2 3 9 135 75 3 4 -1 1 142 76 2 3 -1 1 155 77 1 1 0 0 Spearman’s rank correlation coefficient 0.542857

90 Shaping of Professional Competencies as an Indicator of Students' Knowledge Quality

The results obtained by calculating the statistical One of the tasks is to determine how students develop dependence are presented and analysed below. flexible knowledge to teach physical education. Note that the content of each discipline consisted of theoretical and practical classes. The authors identified six indicators that 3. Results and Discussion needed to be formed in students to determine the quality of their knowledge (Figure 1). The educational process of training future specialists in The results of empirical studies indicate a low level of physical education and sports consists of the formation of use of acquired competencies by students in pedagogical knowledge, skills, and learning outcomes. Therefore, the practice, namely: modern students required a wide spatial formation of key competencies, namely: educational, thinking, also suitable for students exercises to strengthen organisational, informational, communicative, peripheral vision, tactile sensation, the ability to master instrumental, research depends on the content of complex coordination movements. Students also needed disciplines and its content. The obligatory component of the ability to perceive and evaluate the environment education is the choice of criteria of success in our case it [22,23]. is information-cognitive, dual-adaptive, The largest total low performance rates were observed evaluative-effective. in students from the level of formation of spatial thinking One of the approaches to the formation of key and peripheral vision; many students have problems with competencies of students is a multifunctional approach. spatial thinking, which requires correction in relation to We have developed criteria for evaluation of students’ the needs of students in physical education classes; among knowledge of sports and pedagogical disciplines: students there was a high frequency of unmotivated use of “Gymnastics and methods of its teaching”, “Athletics and exercises that were not very interesting to students, the methods of its teaching”, “Sports games and methods of implementation of these exercises, on the one hand, were their teaching”, “Swimming and methods of its teaching”, interesting only to boys, and on the other – girls had to be “Health-improving types of physical activity”, as well as offered other sets of exercises. The results of the average theoretical courses “Introduction to the specialty”, values of the formation of the quality of knowledge in “Professional skills”, “General theory of training students and their performance are shown in Table 3. athletes”.

Figure 1. Indicators of the Formation of the Knowledge Quality in Students

Universal Journal of Educational Research 8(11D): 87-93, 2020 91

Table 3. The results of the average values of the formation of students’ quality of knowledge in sports. knowledge quality and performance The results of the analysis of students’ performance Indicators of the formation Number of Grade point gave grounds to claim that a survey conducted in higher of knowledge quality in agreed grade summary students points education institutions showed students’ understanding of spatial thinking 101 73 the need to have flexible skills in sports. The authors suggested that if at the first information and cognitive peripheral vision 120 70 stage of evaluation to issue a monitoring card for each complex coordination 115 77 movements student for the process of evaluating the quality of knowledge in sports disciplines, it would improve the tactile sensation 142 75 level of students’ performance. surroundings 135 76 Then, in the second dual-adaptive stage, students during culture of movements 155 77 practical classes will have the desire and need to realise Average value 128 74.7 their potential to master the technique of physical exercise and improve and consolidate motor actions. Pearson’s correlation analysis included data on six Personality-oriented approach of the student to the future variables, as well as expert performance evaluations. The professional activity created a number of motivations: average linear relationship (r = 0.50) was found between interest, insight into the inner world of the child, the indicators of knowledge quality and the evaluation of comparison of the acquired skills with the needs of the students’ performance in sports. It turns out that it cannot child’s life. be said that student performance evaluations depend only At the third stage, students mastered the theoretical on the quality of knowledge of sports disciplines. And it disciplines, which gave them the opportunity to deepen would also be wrong to say that the quality of knowledge the acquired knowledge and skills and develop soft skills. in sports is associated with low student performance According to the results of measurements of the formation (Figure 2). of the proposed indicators – the functional dependence of To test the hypothesis, Spearman’s rank correlation was the indicators has been proven. calculated, which showed no significant relationship Analysis of the learning outcomes in sports has shown between the evaluation of student performance and the that trainees have mainly unsystematic knowledge to meet quality of knowledge in sports disciplines. The correlation the needs of their future students, the so-called superficial coefficient in the sample of 210 students is r = 0.54. Thus, level of understanding of students’ needs in physical the hypothesis is confirmed. There is a link between education and sports, respectively, there is a need to student academic performance and the quality of sports develop flexible (soft) skills, and so it is necessary to performance. A student with a low level of academic expand the content of competencies necessary for an performance can perform exercises at a high level, undergraduate to effectively conduct classes in physical underestimating the importance of indicators of the education and sports.

Figure 2. Correlation Analysis of Indicators of Quality of Students’ Knowledge and Their Performance

92 Shaping of Professional Competencies as an Indicator of Students' Knowledge Quality

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Universal Journal of Educational Research 8(11D): 94-100, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.082413

Axiological Approach to the System of Higher Music and Pedagogical Education

Tetiana A. Smyrnova1,2,*, Nataliia K. Bilova3, Alla F. Lynenko4, Tatyana V. Osadchaya5, Irina M. Levytska4

1Department of Theory and Methodology of Artistic Education, Kharkiv I.P. Kotlyarevsky National University of Arts, 61000, Kharkiv, Ukraine 2Department of Choral Conducting, Kharkiv I.P. Kotlyarevsky National University of Arts, 61000, Kharkiv, Ukraine 3Faculty of Music and Choreography, South Ukrainian National Pedagogical University named after K. D. Ushynsky, 65020, Odesa, Ukraine 4Department of Music and Instrumental Training, South Ukrainian National Pedagogical University named after K. D. Ushynsky, 65020, Odesa, Ukraine 5Department of Choral Conduction and Preparing, South Ukrainian National Pedagogical University named after K. D. Ushynsky, 65020, Odesa, Ukraine

Received August 11, 2020; Revised September 27, 2020; Accepted November 20, 2020

Cite This Paper in the following Citation Styles (a): [1] Tetiana A. Smyrnova, Nataliia K. Bilova, Alla F. Lynenko, Tatyana V. Osadchaya, Irina M. Levytska , "Axiological Approach to the System of Higher Music and Pedagogical Education," Universal Journal of Educational Research, Vol. 8, No. 11D, pp. 94 - 100, 2020. DOI: 10.13189/ujer.2020.082413. (b): Tetiana A. Smyrnova, Nataliia K. Bilova, Alla F. Lynenko, Tatyana V. Osadchaya, Irina M. Levytska (2020). Axiological Approach to the System of Higher Music and Pedagogical Education. Universal Journal of Educational Research, 8(11D), 94 - 100. DOI: 10.13189/ujer.2020.082413. Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License

Abstract Values and meanings important for the values in music. The analysis of methodological character development of future professional musician are integration of axiological, systemic, culturological the core of professional music education. The relevance of approaches, which will allow to deepen and diversify the the study is related to the need to introduce an axiological structural and semantic characteristics of the axiologic approach to higher music and pedagogical education, sphere of higher institutions of music and which involves the values-based meaning of the music-pedagogical education, seems promising. educational process. The paper is based on the findings of foreign and Ukrainian scientists investigating the problem Keywords Value, Higher Music Education, Music of axiological approach application in the theory and Teachers, Innovative Pedagogical Technologies, practical methods of higher education. The research uses Axiological Competence the method of experiment, which experimentally proves the effectiveness of the proposed axiologically filled pedagogical technology, containing innovative methods of music education, as well as clarifies the criteria, indicators 1. Introduction of levels of axiological competence of students. The peculiarities of the principles of axiological education, The dynamic and unpredictable nature of the modern which should be implemented in the content of training world requires significant and timely responses in the musicians and music teachers, are revealed. The higher education system. After all, only a competent axiological competence of students is interpreted as an specialist, able to calmly and thoughtfully perceive the integrated personal quality of future musicians and music challenges of life, can solve complex professional teachers, which reflects the level of emotional and problems and challenges of the present and future. values-based attitude, understanding and subjective Important for the education of the future professional comprehension of spiritual, personal and professional musician’s personality are the values and meanings that Universal Journal of Educational Research 8(11D): 94-100, 2020 95

today become the core of professional education and intersubjective concept that exists alongside the being. future activities of the student in the world of music. That is why the urgent task of higher music and music-pedagogical education is the timely introduction of 2. Principles and Foundations of the the axiological approach, which involves values-based Axiological Approach meaning of the educational process. It should be noted that for higher music and Possibilities of using certain provisions of the pedagogical education, cultural-integral and axiological approach in the preparation of student youth personal-pragmatic approaches are considered to be quite [5], future teachers [6], teachers [7], medical workers [8] appropriate, which are strongly connected with the content were studied. Some aspects of axiological education of of the axiological approach. Summarising scientific future teachers of music art are covered in the studies of approaches to understanding the concept of “value”, we Ukrainian scientists O.P. Rudnytska [9], N.A. Seheda [10] define the latter as a subjective significance, a certain and others. A thorough analysis of the axiological meaning of phenomena that integrally characterises the approach in the training of music teachers was carried out system of personal, subjective values of the individual by the Russian scientist A.I. Shcherbakova [11]. At the (including students) as its essential life, personal and same time, Ukrainian authors do not pay enough attention professional regulators and guidelines. In revealing the to the problem of substantiation and implementation of essence of the outlined approaches, it is necessary to pay the axiological approach in higher education of modern attention that the value not only satisfies the spiritual need musicians and music teachers. of the student-musician (future performer, teacher), but The study by N. Tkachova [12] investigates the also in a certain sense spiritually creates or revives the different approaches to determining the essence of value, personality with all its needs, interests, meanings [1]. in particular: semiotic-etymological, logical-historical, In the context of determining the theoretical system-structural, cultural-integral, foundations of higher music-pedagogical education on the scientific-epistemological, theological-transcendent, basis of the axiological approach, it is necessary to clarify irrational-mythical, subjective-individualistic, the essence, content and definition of the axiological ethical-biological, personal-pragmatic. Each approach was approach in the system of higher music education. The found to promote different types of values that help to axiological approach to the system of higher music adapt to the environment. Each point of view on value education is defined as a methodological paradigm, a uses revelations, explanations, proofs, arguments, acting system of theoretical guidelines governing higher by translating values between communities. H. Rickert education of music students in the direction of mastering [13], studying the objects of culture, identifies the “six and creating spiritual, professional, pedagogical, and spheres of values” embedded in it: scientific knowledge, personal values. In the course of the research the art, pantheism, theism as faith in God, ethics, the benefits principles of axiological approach to higher musical of life. R. Ingarden [14] in his version of education of students are substantiated. The principle of phenomenological axiology distinguishes vital (utilitarian, spiritual and values-based content of higher education value of utility, pleasure) and cultural (cognition, aesthetic provides emphasis on spiritual content, democratisation values, values of social customs and moral values in the and humanisation of music and educational space. It is aesthetic sense) values. V.E. Frankl [15] interprets values important to create an axiosphere of the educational as meanings, life strategies, activities, actions. It is process in higher education; recognition of the uniqueness revealed that the integrative unity of all points of view of life, understanding and acceptance of each student as a creates a holistic, contradictory semantic picture of values unique value, the orientation of his professional as a leading concept of the axiological approach. consciousness on the spiritual, personal, and professional The study involved identifying the essence of the values. In this regard, it is important to encourage music concept of “competence” [16], “axiological competence students to spiritual self-development, spiritual maturity, of music students” [9,10]. Scientific understanding of this perfection, which will ensure their personal and phenomenon allowed to interpret the axiological professional self-realisation [2,3]. competence of music students as an integrated personal The axiological approach was developed in the last quality of future musicians and music teachers, which century due to the willingness of representatives of reflects the level of their emotional and values-based philosophical and cultural thought to justify the role of attitude, understanding and subjective comprehension of values, the importance of Education, Culture and Art in spiritual, personal and professional values in music. The society and man. According to the analysis of the analysis of modern studies allowed to choose an scientific literature, the leading concepts for the innovative direction of the axiological approach axiological approach are “value”, “subjective introduction in practice of higher musical education. It is a significance”, “evaluation”, “attitude”, “value orientations” pedagogical technology, the theoretical basis of which is [4]. The term “value” is used as an interdisciplinary, developed in the works of Ukrainian and foreign authors.

96 Axiological Approach to the System of Higher Music and Pedagogical Education

Pedagogical technologies provide personal and future life and professional path is implemented through professional development and self-actualisation of the the dialogical connection of his inner world with the individual, his professional mobility, notes S.O. Sysoieva surrounding world. [17]. The principle of focusing on the values of musical art emphasises the organic connection of music with 3. Analysis of Components of philosophy, emphasises the spiritual, moral and aesthetic, Pedagogical Technology ideological, cognitive significance of musical works [18]. The value of music as a self-sufficient art form lies in its The structure of pedagogical technology of axiological ability to reflect dialogue, the interaction of the competence establishment as a result of introduction of macrocosm (infinity of the universe, space, time) and the the axiological approach includes motivational-axiological; microworld of the human personality, its musical value-content; activity-creative components. The creativity and musical activity [18]. Music as a motivational-axiological component is conditioned by the self-sufficient value, the art of time, is at the same time a need to increase the interest of students in experiencing way of values-based interaction of a person with the world. the aesthetic content of musical works, determines the The principle defines the phenomenon of musical art as a purpose and motivational basis of axiological education of combination of conscious and unconscious, the generation musicians and music teachers. The theoretical basis for of emotionally coloured knowledge, emotional thinking, determining its content are psychological and axiological sensory-intellectual experience. The axiological core of positions on the value of emotional and aesthetic music as its semantic content provides translation and enthusiasm, spiritual enrichment through the creation of values of musical art as values of the Universe harmonisation of the values of musical art [1]. to values of the internal world of the person [11,19]. Valuable are the provisions on the installation of The principle of regulating the emotional and value positive subjective experience, enrichment of the experience of a musician emphasises that the basis of the motivational sphere of students with motives of the content of musical creativity are musical and artistic significance of musical activity, novelty of content, knowledge and musical values as a unity of musical subjective creativity of a musician and a teacher of images, aesthetic feelings and moral attitudes, which are musical arts. This block includes personal qualities that recorded by expressive means of music [11]. Their value are necessary for building a professional and personal assimilation involves the translation of the content of axiosphere of students. These include spirituality as an musical creativity into the “inner world of emotional and integrative personal formation that allows to consciously aesthetic experiences and attitudes of the individual” [1]. understand, translate and focus the individual on the Therefore, there is a need to regulate the experience of search for spiritual values, spiritual and creative attitude to emotional and values-based experience of musical works, the world of music culture. Morality as kindness, its orientation to the spiritual and personal professional sensitivity, empathy, tolerance, dignity, honesty, decency, sphere of the future musician. Control of emotional and friendliness [21]. Creative and aesthetic features of values-based attitudes involves the activation of spiritual, axiological competence of music students are easiness, personal and ideological aspects of the musician’s originality, emotionality, aesthetics, charm, inspiration, personality, promotes the development of his stability [1]. self-awareness and aesthetic sense. The value-content component of pedagogical The principle of searching for the personal meaning of technology includes a system of integrated knowledge higher musical education emphasises the need for about values: universal spiritual, musical-professional, personal development of a student-musician, diagnosing musical-pedagogical. The first group of values-knowledge and merging the system of his subjective (moral-aesthetic, includes information about aesthetic, moral, gnostic professional) values [11]. Personal meaning is a unique (cognitive) values. The content of aesthetic values acquisition of a student musician. He defines his inner includes the concept of beauty and its features (harmony, world in a combination of the subject of meaning, measure, expediency), aesthetic categories (beautiful and understanding and emotional and aesthetic experience of ugly, sublime and low, tragic and comic, dramatic and semantic content [20]. Finding personal meaning for lyrical), the aesthetic ideal, integrity, uniqueness, style, students’ future careers (musician or teacher) preserves traditions, catharsis, expressiveness, interpretation, etc. their spiritual and physical health [15]. The search for The group of moral values is embodied by such personal meanings as phenomena of the subjective phenomena as goodness, will, mercy, commonwealth, consciousness of the musician takes place on the basis of decency, diligence, honour. Added a group of concepts complicity, co-creation of the teacher and the student by that guide students to understand and master the Gnostic mastering the practical experience of successful musical terms: “truth”, “insight”, “innovation”, “creativity”, or pedagogical activity. The student’s sensory “artistic image”, “reflection”. comprehension of the system of subjective values of the The group of professional and musical values includes

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concepts that reflect the values of musical art: development of the axiological competence in future “intonation”, “musical work” (aesthetic, hedonistic, moral, musicians and music teachers. The experiment was compensatory, cognitive values-based), objective and attended by 250 students in the master’s programme from subjective values of perception, musical activity Kharkiv National University of Arts (orchestral and (understanding, interpretation, performance of music). musicological faculties) and South Ukrainian National According to the classification of musical values by V.I. Pedagogical University named after K.D. Ushinsky Dryapika [22], were added the terms “instrumental value (Faculty of Music and Choreography, Odesa). 74 people of a musical work”, “educational and worldview value”, were selected for the experimental group (EG), the control “intrinsic value”, “commercial value”, “ideological value”, group (CG) consisted of 68 people. To clarify the initial “innovative value”, “artistic-actual value”, “masterful level of axiological competence of students, the diagnostic performing value”. tools were identified, specified criteria: The group of musical and pedagogical values includes  axiological-personal: students’ attitude to the personal and professional values that represent the group integrated system of values-qualities, the of values and goals (personality, individuality, development of professionally important properties student-musician, student, teacher of music disciplines, (spirituality, friendliness, ability to emotional and musician-teacher); group of values-attitudes (emotional aesthetic experience, dignity); and aesthetic experience of music, personal meaning,  cognitive: quality, depth of acquired subjective significance); values-means (dialogue, knowledge-values; interaction, emotional contact, empathy, compassion,  procedural: the level of mastering skills-values co-creation, musical and creative cooperation, unity, (introspective, emotional-volitional, dialogical, togetherness, cohesion and mutual assistance); organisational-assertive). values-qualities (friendliness, pedagogical optimism, teaching tact, justice, professional responsibility). Indicators of skills values: aesthetic, moral judgments, The activity-creative component of pedagogical organisation of conversations, dialogue, discussions about technology is conditioned by the importance of musical the possibility of emotional and values-based experience skill of the future performer, musical-pedagogical skill of of music. music teacher from the standpoint of generating The formative stage of the pedagogical experiment professional and personal meanings, regulation of involved stimulating students to learn axiological students' value orientations. The process of gaining concepts, identifying the values of musical art, creating experience by students in value-oriented and creative original interpretations, education of emotional and activities involves the development of introspective, aesthetic experiences. To implement the first component emotional-volitional dialogic and assertive-organisational of pedagogical technology in group and individual classes skills. Introspective skills allow self-assessment, sought to create an axiological environment; provided the self-analysis, adjustments in student behaviour (in installation of graduate students on the importance of pedagogical practice) from the standpoint of humane positive subjective experience, the development of pedagogy. Emotional and volitional skills involve the personal and professionally significant qualities. The containment of negative emotions, positive acceptance of interest of students of the experimental group (priority emotional and aesthetic experiences, spiritual and stimulus) to identify their own axiological position, aesthetic ideas, values, ideals of the partner in expression of emotional and aesthetic judgments was conversation. Dialogic skills are aimed at abandoning intensified by participating in round tables, lectures, stereotypes of communication, establishing mental and visualisations (“Potential of axiological approach in music emotional contacts, demonstrating empathy and education”, “Importance of the profession of music complicity. Assertive skills contribute to the organisation teacher”). In the process of creating a portfolio of of a respectful and effective development of interaction, achievements “I am a professional”, “Outstanding achieving consensus in the regulation of personal vocalists of Ukraine”, “Piano schools of Kharkiv and meanings of students and pupils. Odesa”, “Musicality and professional success of a musician”, “The meaning of the profession of symphony orchestra conductor”, “Value of pedagogical technique of 4. Research of the Problem of musician-teacher”. The methods of brainstorming (“Spirituality, ethics of a musician performer”), Introduction of the Axiological preparation of professional self-portraits (“Outstanding Approach in the Theory and singer Mykola Koval – my teacher”) had a positive effect Practice of Music and Pedagogical on the development of personal qualities of musicians Education (stimulus of novelty of content). Simulation-role games, situations-sketches, situations-analogies were used. Throughout 2019-2020, a pedagogical experiment was The implementation of the second component of carried out to test the pedagogical technology for pedagogical technology took place with the use of

98 Axiological Approach to the System of Higher Music and Pedagogical Education

innovative technologies and active methods of higher method of critical incident analysis, interviews, staging, education. Deepening and systematisation of knowledge solving situational problems). A polylogue of a student, a about the content of axiological concepts provided teacher and an accompanist were organised in polyphony lecture “The essence of the axiological concert-educational work. In individual classes on choral approach in music education”, blitz polls, conducting, piano, vocals stimulated students to tune in to seminars-dialogues (“The content and meaning of a positive perception of personal values and performance spirituality for a music teacher”, “The beauty of music”). interpretation of each, cultivated a respectful attitude to Systematisation of integrated knowledge about individual manifestations of emotional and aesthetic spiritual-aesthetic, musical and musical-pedagogical experience. In pedagogical practice, students mastered values was provided by methods of watching video plots, creative techniques (adaptation trainings, studying cases from performing-pedagogical practice of changes-reorganisations, combining plots, mise-en-scène) outstanding musicians of different specialties. Emphasis to reach an agreement with students regarding their was placed on identifying the value of subjective orientation to modern performing styles. Heuristic-search experience and focus on the practical performance of methods of development of emotional-empathic, creative highly artistic samples of classical, folk and pop music as abilities were added to the methodical tools; methods of a guarantee of professional success. For that matter, axiological analysis, axiological dialogue, installations, students performed individual research tasks for the performance, video art, etc. preparation of reports, articles, reviews, which were At the control stage of the experiment, the effectiveness discussed in groups, Viber, Messenger, Telegram. of the introduction of pedagogical technology of The implementation of the third component of axiological competence development in higher music and pedagogical technology involved the development of music-pedagogical education was evaluated. Indicators: skills and values, gaining experience in value-oriented and the nature of the manifestation of motives and creative activities of music students in group (lectures and qualities-values; depth and scope of knowledge-values; seminars), individual classes based on humanistic, the level of establishment of values-skills. As shown in personal, musical and pedagogical values. Education of Table 1, according to all the defined criteria and indicators, reflexive and emotional-volitional skills was a means of the students who were part of the experimental group, self-analysis and self-assessment of volitional qualities, recorded more significant positive changes in the levels of professional orientation [23], emotional and mental axiological competence than the students of the control experience [24], identifying creative abilities of students group. The probability of the results of experimental work in music [17]. Dialogic and assertive skills were formed is proved by means of mathematical statistics using by means of modern technologies (intelligence maps, Pearson’s criterion [25].

Table 1. Generalised results of experimental work (increase in%) EG CG Criteria and levels of development of axiological competence in students of musical specialties (74 persons) (68 persons) Axiological and personal: students’ attitude to the system of values, the development of professionally important qualities (spirituality, friendliness, emotionality, empathy):  constantly show a positive attitude to the integrated system of values, the full development of +17 +2 professionally important qualities;  situational nature of expressing interest in the organisation of cooperation, partial development of +14 – professionally important qualities;  almost no interest in spiritual, musical and musical-pedagogical values, lack of developed -31 -2 professionally important qualities. Cognitive: quality of acquired knowledge about the integrated value system:  demonstrate the depth, systematisation and sufficient scope of value concepts; +22 –  lack of volume, inconsistency and superficial knowledge of values; +18 +5  almost no concept of value system. -40 -5 Procedural: show a high level of mastery of introspective, emotional-volitional, dialogical,

organisational-assertive skills:

 a sufficient level of self-esteem skills, the ability to argue a personal position, to organise a +15 – conversation; +45 +6  demonstrate an insufficient level of creative interpretation, make judgments, organise dialogues -60 -6 regarding the emotional attitude to music.

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In this study the authors used the methods of effective means of developing the axiological competence questionnaires, pedagogical observation, testing; method in students is the pedagogical technology, in the structure “Names-symbols”, methods of diary, group and individual of which the following components have been identified interviews, method “Value orientations of the student”; and studied: motivational-axiological, value-content, test card of communicative activity of the student. The activity-creative. At the stage of evaluating the study of the problem of introduction of the axiological effectiveness of the introduction of pedagogical approach in the theory and practice of music and technology of axiological competence development in music-pedagogical education allowed to outline debatable higher music and pedagogical education, according to all issues: defined criteria and indicators, the students who were part 1. The analysis of methodological integration of of the experimental group recorded more significant axiological, systemic, culturological approaches, positive changes in the levels of axiological competence which will allow to deepen and diversify the than the control group. structural and semantic characteristics of the It is considered promising to diagnose the axiological axiosphere of higher institutions of music and competence of music students by the method of expert music-pedagogical education, seems promising. assessment, modelling, ranking, using the methodology of 2. Based on the analysis of scientific works of A.I. life values. It also requires further research to identify the Shcherbakova [11] and G.G. Kolomiets [18] we content and detail of the integrated system of values that consider promising further development of the are the foundation of the professional consciousness of content of the principles of axiological education. In musicians. In particular, it seems important to identify the particular, it is expedient to substantiate the content of specifics of the development of axiological competence in the principles according to the system of values (the students of higher art educational institutions on the basis principle of moral orientation of music, the principles of national values of culture, art (will, honour, dignity, of aesthetic content of music, the principles of collegiality, identity), embodied in works of music. musical truth); development of principles on the principles of antiquity, the Middle Ages, the Renaissance, the Enlightenment, Classicism, Romanticism, etc. 3. To consider the possibility of conducting an REFERENCES experimental study of the implementation of the [1] I.A. Ziaziun. 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[9] O.P. Rudnytska. Pedagogy: General and Artistic, Interprof, Continuous Pedagogical Education, VIPOL, 13-53, 2001. Kyiv, 2002. [18] G.G. Kolomiets. The Value of Music: The Philosophical [10] N.A. Seheda. Professional Development of a Teacher of Aspect, Librocom, Moscow, 2012. Musical Art: History, Methodology, Theory, National Pedagogical Dragomanov University, Kyiv, 2011. [19] T.A. Magsumov, S.F. Artemova, L.L. Balanyuk. Regional problems of public schools in the Russian Empire in [11] A.I. Shcherbakova. Axiological Training of a Music Teacher 1869-1878 (using an example of the Vyatka Province), at the Present Stage, Moscow Pedagogical State University, European Journal of Contemporary Education, Vol. 7, No. 2, Moscow, 2004. 420-427, 2018. [12] N.O. Tkachova. History of Development of Values in [20] D.A. Leontiev. The Psychology of Meaning, Smysl, Education, Kharkiv National University named after V.N. Moscow, 1999. Karazin, Kharkiv, 2004. [21] V.V. Rybalka. Axiological Bases of Psychological Culture [13] H. Rickert. On the concept of philosophy, Logos, Vol. 1, of Personality, National Academy of Educational Sciences 1-34, 1910. of Ukraine, Kyiv, 2009. [14] R. Ingarden. Artistic values and aesthetic values, Filosofska [22] V.I. Dryapika. Orientations Young Students the Value of Dumka, Vol. 6, 65-87, 2005. Musical Culture (Social and Pedagogical Aspect), Tsentralno-Ukrayinske Vidavnitstvo, Kirovohrad, 1997. [15] V.E. Frankl. Man’s Search for Meaning, Prohress, Moscow, 1990. [23] V.I. Petrushin. Musical Psychology, VLADOS, Moscow, 1997. [16] V.M. Grinyova. Modernization of national education based on competence approach: The nature and conceptual and [24] L.N. Rozhyna. Development of the Emotional World of the terminology, Ridna Shkola, Vol. 4, 28-49, 2016. Person, Ushversgotskoe, Minsk, 1999. [17] S.O. Sysoieva. Modern Approaches to the Definition of [25] E.V. Sidorenko. Mathematical Processing Methods in Pedagogical Technologies. Pedagogical Technologies in Psychology, Rech, Saint Petersburg, 2002.

Universal Journal of Educational Research 8(11D): 101-108, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.082414

Information and Communication Technology Development in the Higher Education Institutions of the United Kingdom

Olena H. Smolnikova1,*, Svitlana M. Ivanenko1, Liudmyla O. Kukhar2, Vita V. Nikolayenko3, Sergii F. Panov4, Olena O. Yaremenko-Gasiuk1

1Department of Foreign Languages, National Pedagogical Dragomanov University, 01601, Kyiv, Ukraine 2Department of Computer Engineering and Educational Measurements, National Pedagogical Dragomanov University, 01601, Kyiv, Ukraine 3Department of Methods of Teaching Foreign Languages, National Pedagogical Dragomanov University, 01601, Kyiv, Ukraine 4Department of Foreign Languages, Tavrida National V. I . Vernadsky University, 01042, Kyiv, Ukraine

Received September 14, 2020; Revised October 6, 2020; Accepted November 20, 2020

Cite This Paper in the following Citation Styles (a): [1] Olena H. Smolnikova, Svitlana M. Ivanenko, Liudmyla O. Kukhar, Vita V. Nikolayenko, Sergii F. Panov, Olena O. Yaremenko-Gasiuk , "Information and Communication Technology Development in the Higher Education Institutions of the United Kingdom," Universal Journal of Educational Research, Vol. 8, No. 11D, pp. 101 - 108, 2020. DOI: 10.13189/ujer.2020.082414. (b): Olena H. Smolnikova, Svitlana M. Ivanenko, Liudmyla O. Kukhar, Vita V. Nikolayenko, Sergii F. Panov, Olena O. Yaremenko-Gasiuk (2020). Information and Communication Technology Development in the Higher Education Institutions of the United Kingdom. Universal Journal of Educational Research, 8(11D), 101 - 108. DOI: 10.13189/ujer.2020.082414. Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License

Abstract The use of information and communication technologies (ICT) provides the possibility to create means for autonomous second language learning (ASLL), facilitates to formation and development of skills and 1. Introduction abilities in second language learning (SLL). In such circumstances, organization of ASLL stands beside the Modern paradigm of Ukrainian national education is most important objectives of teaching, the national system aimed at holistic and promising innovative university of higher education is before the necessity of learning graduate formation, his/her self-development and individualization improvement and application of foreign self-realization, forming ability to autonomous learning experience. In order to enrich the national pedagogical (AL), learning to learn, therefore – social and professional theory and practice, an example for which could be the growth. Accordingly, the more significant importance British pedagogics with the developed system of person becomes the search of such methods, techniques, forms, oriented, individualized learning and ICT. This article models of learning, which contribute to the growth of reviews the main stages and aspects of information and autonomous learning and cognitive activity of the students, communication technology development in the context of developing skills to critical reflection, knowledge autonomous second language learning concept of the systematization, etc. The use of information and United Kingdom higher education institutions from the communication technologies (ICT) provides the 1960s to 2000s. possibility to create means for autonomous second language learning (ASLL), facilitates to formation and Keywords Blended Learning, Self-access Learning development of skills and abilities in second language Center, Individualization Processes, Foreign Experience, learning (SLL). In such circumstances, organization of Theory of Behaviorism ASLL stands beside the most important objectives of 102 Information and Communication Technology Development in the Higher Education Institutions of the United Kingdom

teaching, the national system of higher education is before personal student needs for knowledge, personal the necessity of learning individualization improvement motivation, ability and capability to set the purpose of and application of foreign experience. In order to enrich learning, to determine tasks and terms of completion, – is the national pedagogical theory and practice, an example a foremost objective of education, and the national higher for which could be the British pedagogics with the education system requires improvement of education developed system of people oriented, individualized individualization processes, taking the foreign experience learning and ICT. The need to involve ICT in the into account [13]. Research aims to make an analysis of educational process in order to increase the effectiveness information and communication technology development of SLL is predetermined by political, economic, social and in the context of autonomous second language learning other factors. A university graduate must master the concept of the United Kingdom higher education necessary skills and abilities to apply the latest institutions (from the 1960s to 2000s). technologies usage, research and development activities for further communicative SLL competence development, and to be ready for lifelong learning. 2. British Education with a Developed Development and use of ICT in the system of higher education and SLL have been reviewed by scientists such System of Student-centered, as: The role of the Internet in the UK education [1]; Individual Competent Learning and Features of interactive technologies and learning methods ICT in SLL [2]; The use of the Internet in the UK educational process [3]; Teaching methods with the Internet Pedagogical approaches development factors to the AL technologies using [4]; Foreign language learning with in the new educational paradigm were the students’ self-instructional television materials [5]; The developed critical thinking skills, which made it possible development of additional adult education in the UK [6] to operate the information sources, to integrate and others. The problem of ICT using in ASLL system is information from different online sources, to construct developed in the works of such scientists: Promoting the their own Internet environment. We argue that there is an development of AL in higher online education of the inextricable link between the new ICTs, computer literacy United Kingdom [7]; CALL and the development of and the ASLL concept. The Internet environment learner autonomy [8]; Evaluating User Interaction With development requires autonomous users who operate Interactive Video [9]; Methodological foundations of online tools and resources, ask specific questions, make autonomous computer-based English reading training of and implement plans, take responsibility for individual adults [10]; Training in professionally-oriented dialogical and collective online projects. At the same time, the communication of learner autonomy students by means of apparent success of AL is provided by modern learning Internet chat [11]; Teachers’ efforts to create approaches, strategies, styles and new knowledge. The student-directed online literacy platform [12] and others. expansion of cultural, political and economic bonds with Modern theories of learning are focused on the foreign countries has facilitated the opportunity to borrow development and formation of critical thinking, the a valuable experience in SLL teaching. An example of transition from reproductive to individualized mastery of which could be the British education with the developed knowledge, as opposed to the knowledge transfer from system of person oriented, individualized competent teachers to students. The responsibility of the student for learning and ICT. personal learning result increases. Through ICT, the In the 1960s, the education of Great Britain was student is able to actively participate in learning influenced by behaviouristic ideas, which contributed to environment creation, using authentic learning resources the development of a new linguistic methodological and harnessing the scientific potential of the best higher course – “structuralism” [14, 15] (Situational foreign education institutions in the world for successful SLL. It languages teaching approach method, analogue of The is determined that the categories “learner autonomy” and American Audio-Linguistic Method by N. Brooks [16]). “autonomous learning”, common in psycho-pedagogical The core of the method was to master the skill of speech and methodological literature, are often used through imitation-based learning. Structuralism promoted synonymously and confusing. We share these concepts for the emergence of the first computer programs in the the reason that we believe that learning is an activity and United Kingdom educational process in the 1960s (“En process, and autonomy is the educational and pedagogical Avant”, “Adelante”, etc.), which further contributed to the ability of the individual. Therefore, the concept of learner development of Computer Assisted Language Learning autonomy is defined as the student has metacognitive (CALL) technology. Such first language lab was equipped capacity for autonomous learning. In such conditions, the at University of Salford in 1962. At the same time, a organization of the AL which as a pedagogical category is British Audio-Video Association was established, the a process during which the student organizes and purpose of which was the advancement of the systemizes his/her learning environment and bases on the audio-linguistic method. These programs served as the

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basis for the foundation of self-access learning centers was to identify the audience of the ten basic BBC (SALCs), which began to appear throughout the country language courses and to evaluate them in view of listeners in the late 1960s and became the first tools for the reflection [21]. introduction of ASLL at British universities. However, the The philosophy of Marxism had influenced the theories theory of behaviourism had been increasingly criticized of cultural-historical activity and the social-cultural [17]. It was considered, that a person generates active approaches development of Y. Engestrom [22], which led cognitive activity and different reactions to the same to the development of ideas for the use of ASLL in stimulus, depending on the personality of the individual classroom learning and became the basis for the and situation. The idea was substantiated that the student development of CALL directly related to ASLL. The should not be an inert performer of the lecturer planned scientist considered the relationship between the teaching process, but actively participate in it. It was development of the individual and society, and their daily believed that the learning of SLL is ineffective without activities. To rethink the essence of the individualism and ICT, which contribute to the independence of the student, the environment, A. Bandura [23] developed theories of instead – the tape recorder is not able to replace the “social learning” and “self-efficacy”, which facilitated to teacher [18]. the development of cognitive direction in science. With Other ICTs which began to be widely used in teaching attention to the theories of A. Bandura [23]), scientist B.J. of SLL in the UK are television and television set. In the Zimmerman [24] created a model of self-regulation, late 1960s, the BBC Broadcasting Company launched a where he identified three phases – predictability, action series of English language programs: “Speak for and control of will and self-reflection. Based on B.J. Yourself”, on the radio and television, which became one Zimmerman [24] ideas of constructivism and of the ways of ASLL introduction and development at that self-regulating learning theory, Computer Supported time. Consequently, cognitive approaches to SLL started Intentional Learning Environments (CSILE) was created. to form in the late 1960s, including the new The goal was to promote students learning through socio-cognitive methods, including the new ones with ICT collaboration, reflection, and search for answers in the usage which contributed to the ASLL development. At Internet. With the advent and accessibility of the Internet this time, the idea of lifelong learning began to spread in the 1990s, the next stage was innovative educational actively in Europe and the United Kingdom. A practical technologies development, interactive learning tools and achievement in the field of adult lifelong learning was the distance learning in the UK education system. At this opening in 1971 of the Center for Research and stage, Higher Education System of the UK launched an Applications in Language Teaching, Nancy, France (the Innovative Learning Management System (LMS) and one Centre de Recherches et d`Applications en Langues) − of the most promising and well-known systems for (CRAPEL) in 1971. Founded under the auspices of the organizing and interacting between teacher and student – Council of Europe within the Modern Languages Project, Moodle (Module object-oriented dynamic learning it was also set up as a scientific center for the learning and environment) – which enhances the possibilities of the development of the ASLL concept [19]. educational process through the use of AL, the advantages One of the key CRAPEL innovations was the of which are in providing a convenient time and place of introduction of resource-based SALCs, the consulting study, the interaction between teacher and student, ideas development. The first modern SALC was based at depending on the necessity, saving time and money and CRAPEL itself and at the University of Cambridge. The individualization of learning. training center contained a systematic collection of Specific processes in the Internet environment led to the didactic and authentic materials with the compulsory appearance of other Virtual Learning Environments audio equipment, a video section, a section for texts (VLEs) in the Great Britain education system – platforms: listening, etc., for SLL and optimizing ASLL. The Blackboard, WebCT, Open Source, the work of which is students with higher levels of SLL knowledge and with based on AL. Computer-mediated communication (CMC) advanced AL skills use the centers. An important event in systems have been created at the governmental level, the development of ASLL ideas was a workshop on the promoting pedagogical innovation and enhancing the subject, held in Cambridge [20]. Noteworthy was the teaching level of SLL [8]. The application of ICT led to discussion at the Multi-Media Seminar on SLL (French the change in working conditions and set new education and German) of radio and television department of the tasks. The study of SLL foresees the cooperation of its BBC Corporation together with the University of Brighton, subjects. The Internet has made this task much easier – the University of Cambridge and the University of York. interaction became more effective. Digital technologies The project covered 25 television and 25 radio programs have greatly expanded the AL possibilities in the and involved the use of textbooks, didactic materials, educational, cultural and social spheres. Through direct audiotapes and three colour films. Two groups of students access to educational resources and materials, the teacher participated in the study – the first studied at home, the establishes himself as a guide in the process of acquiring second – in the classroom. The aim of television learning new competencies by students (creating a new digital

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environment, counselling, etc.). Students learn the aim of forming their ability to manage their lifelong individually how to choose effective learning materials learning through a personalized “learning portal” [30]. and use appropriate forms of work. The development of the MLE system led to the country Special revision is given to the Internet as socialization organizing the computerization movement, which was of learning factor in the UK and the development of aimed at supporting informatization projects. Thus, with ASLL in classroom learning. Its dissemination facilitated the dissemination of a significant amount of information the enhancement of student interaction (learner-learner through the Internet, innovative educational technologies interaction) – subjects of learning. The problem of and approaches to AL emerged, existing models and interaction in the educational process is based on the increased interest in CALL which was developed within theory of distance learning by M.G. Moore [25], I. Moore ASLL. The framework of social constructivist theories, et al. [26] and became deeply relevant since the 1990s. scientists [8, 19, 31-33] examined CALL as the main During this period, many universities have established condition for knowledge construction, mutual learning, lifelong learning centers that offer academic courses of and the critical reflection development. various learning forms and promote the idea of With the Internet emergence, access to the necessary autonomous knowledge construction as opposed to the educational materials that were used in the process of SLL classical one – the transfer of knowledge from teachers to was opened. The Internet enlargement and CALL students. The implementation of computer-based improvement led to the active development ASLL in the pedagogical technologies based on CALL is becoming 1990s. We also take into account the emergence of a large one of the main in the UK education. number of international exchange programs, in particular, In a Government Information Paper on Lifelong Socrates and Erasmus Program. In these circumstances, Learning, the Minister for Education and Labour of the the European Confederation of Language Centers in United Kingdom, D. Blunkett [27], stated that in order to Higher Education (CercleS) was founded, to which and a solve the complex tasks posed by the information and member of which the United Kingdom became. The communication society, it is necessary to retrieve citizens purpose of the Confederation was to unite the efforts of to lifelong education that one may unseal their potential the national European Associations SALC in the field of for the nations benefit. In the committee of Scottish research and development of the centers and to university principals report “Teaching and Learning in an disseminate experience (annual conferences, publications). Expanding Higher Education System” [28], it was Consequently, other educational technology that advanced emphasized that approaches oriented on student to evolve within ASLL and CALL was self-access development should be applied in learning environment. language learning on the base of SALC. Many educational In curricula, these approaches are accompanied by institutions were interested in its development since such computer technologies and ICT. The report provides a centers reduced staff expenses. Since the early 1990s, number of recommendations for the implementation of ICTs and SALCs played an important role in ASLL this approach for the organization of productive and development as they assisted students who studied SL. effective use of ICT. The Joint information systems Above all, the need for physical and social independence committee [29] (JISC) of the United Kingdom established of students (especially those who demanded social a new approach to ICT development in higher education services), use of modern pedagogical technologies for SL in 1999 – The Managed learning environment (MLE). It learning, establishment of business partnership was assumed the union of university systems (library, constructive relations between subjects of educational information management, virtual learning environment, process, carriers of SLL, were fulfilled. schedules, etc.) into one information and technology system. The provisions of JISC defined MLE as an implementation of processes and standards that will help 3. Analysis of the Implementation of to make an appropriate selection of information and Computer Technology in Pedagogy improve scientific and practical activities of students and teachers. Information and technology system have become in Britain a mean of person-oriented learning and positively Introduction of computer technologies in pedagogy led influenced the AL, as well as contributed to the to one of the directions of computer-assisted strategy development of individual learning style of each student, assessment development in the 1990s, which played a part meeting their educational needs. in the formation of linguistic competence and other For the execution of the Government lifelong learning educational strategies, and in turn influenced the ASLL program, JISC explored the possibility of a student’s concept development. Effective productive forms of smooth transition from school to college, university and learning that affected the advancement of ASLL during the place of employment. The role of a systems approach this period were “interactive learning technologies” – SLL to ICT is performed by MLE, which is a condition of using computer technologies that have become actively internally providing educational services to students with applicable. R. Godwin-Jones [34] argued that there was a

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need to encourage students to develop and use educational process, critical thinking development. metacognitive strategies which help to improve learning However, the analysis of scientific works on the use of autonomy through the use of computer technology. computer technologies [8, 34, 39-42] revealed that this Analysis of foreign and national scientific literature [7, type of learning has several disadvantages, and namely – 9, 19, 31, 32, 35-38] revealed that there is no single insufficient degree of individual student autonomy, understanding of the concepts associated with the use of insufficient social communication with other participants computer equipment for learning. Several notions have of the educational process, lack of control, possibility of been acknowledged to define this type of learning: misunderstanding the educational materials theoretical e-learning, Computer Assisted Language Learning component. These disadvantages can be corrected by (CALL), distance education, open education, open access blended learning. Sharpe et al. [43] suggests that the education, correspondence education, technology based or “blended learning” term emergence was due to blended mediated education, flexible education, blended learning, distance learning model introduction under the guidance on-line education, information technology, information of the British Open University teachers, which provides and communication technology and others. In our opinion, educational services exclusively in the distance form. It`s all these types of learning have a single essence, since defined as a type of learning ‘that is facilitated by the they all occur at a distance, respectively, they all belong to effective combination of different modes of delivery, the distance form of education, and the learning occurs in models of teaching and styles of learning, and founded on offline mode. We refer to the term Computer Assisted transparent communication amongst all parties involved Language Learning (CALL), which is widely used in the with a course [39]. UK higher education system, by a generalized term that The University of Hertfordshire is Curriculum [44] reflects the study of SL by means of computer. Davies [37] states that blended learning is aimed at developing, identified CALL as an academic field that explores the promoting, evaluating established learning and teaching role of information and communication technologies in methods and the opportunities offered by educational the learning and SL teaching. technologies to amplify the learning process of students, In their models, L. Arnold [7], F. Blin [8], D. Gardner its learning and flexibility, namely – how, when and [9], J. Wang et al. [33], introduced the ASLL models as where they study. The technology of this method the basis for educational technology – CALL. F. Blin [8] application is in optimizing the use of traditional accentuates the use of learning materials and educational classroom and contemporary educational potential in the technologies from the Y. Engestrom [22] theory of form of electronic resources use. Formation of ASLL activity point of view, and CALL is regarded by scientists strategies in blended learning conditions provides the as a means of developing learning autonomy and rational use of classroom and own time, increasing the material learned, implementation of the educational self-control skills, where both independence and paradigm “learn to learn”, interactivity of learning, interdependence in learning exist. L. Arnold [7] has contributes to the definition of individual learning analyzed the Ultraversity Project – an online degree trajectory, opening new opportunities for learning material program in various fields of Anglia Ruskin University in presentation. Hence, the best conditions for distance Cambridge, which she believes, promotes academic learning development emerged in the 2000s, due to the autonomy development. The scientist concluded that there dissemination of means of communications, is a significant number of effective online educational communication, ICT, international recognition, the technologies to forward educational autonomy in higher founding of new open-learning universities and the education that offer additional opportunities for its socio-economic conditions in the United Kingdom in that development. A model describing the stages of autonomy period. has been proposed for students that are learning computer In 2012, there were approximately 400.000 students in technologies, which indicates the need to be mobile, the United Kingdom who had acquired knowledge by between the respective stages. The researcher analyzed the distance learning, accounting for 1/3 of those not studying ratio between classroom and AL and the effectiveness of on a full day basis. And since 2013, the British the strategies used during this process. L. Arnold [7] government began to provide a loan to pay for such assumes that they depend on the ability to overcome students’ tuition [45]. Case studies, TV technology, IT isolationism as a force of factors that contribute to the technology, audio conferencing, video conferencing and freedom development and self-determination degree. The blended learning have been identified as the main distance online AL is determined by the teacher, taking into learning technologies used in the UK higher education. account the availability of learning freedom. These technologies are the basis of the AL. Of interest is Therefore, CALL is a promising innovative interactive the Declaration “Academic standards: languages and educational technology in SLL that contributes to the related studies”, by the Quality assurance agency (QAA) development of AL, and is also a tool for computer SLL [46], which states that a student should rise to a higher technology. Such learning facilitates autonomy, degree of academic autonomy and personal responsibility intensification, individualization and differentiation of the for the development of his/her linguistic competence by

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means of AL. The graduate is expected to become an main areas of research in the field of SLL. This was effective and self-aware autonomous student. According caused by the national economic development and ICT. to the Agency, one of the higher education tasks is to Society requires specialists capable of self-education focus on building students’ academic autonomy and throughout life. There is a shift to the competence encouraging them to participate in the AL, including paradigm of learning. From here, flexible study programs distance learning using electronic resources. With the aim at universities in the country are gaining weight. As a of innovation development in higher education for 10 consequence, the emphasis on learning shifts from years, the Higher education funding council for England traditional classroom work to blended learning according [47] and the JISC developed a strategic e-learning plan for to the ASLL concept. Complex researches of distinctive students in 2005. features in the classroom content work are carried out, It should be noted that the presence of some problems caused by educational process socialization, the Internet in understanding AL development through online expansion and the introduction of its means into education. Thus, online course teachers were asked about educational and scientific activity. the questions: “What is the nature of AL online?”, “What From every point of view, innovations have contributed are some methods of promoting AL online?”, “How to the development of modern educational technologies effective are such methods of promoting autonomy?”. and work methods, the transition from higher education to Therefore, Anglia Ruskin University, in particular, constructivist models of learning. Thus, in the United launched the Ultraversity project for the AL development, Kingdom, interactive educational technologies in the which represented a full academic online course in study of AL based on ASLL emerged from the growth of “Educational technology research” and granted an computer technology and evolved under the influence of a opportunity to receive a bachelor is degree. The aim was behavioural approach to learning in the 1960s-1970s, to develop AL through online education using appropriate widespread since the 1990s during the Internet methods and technologies to promote it. Six methods of development and a constructivist approach to learning. introducing educational autonomy were underlined – They both became an integral part of the ASLL in the mutual learning, dialogue, peer review, educational 2000s. Further study requires the organization of reflection, educational technologies discussion, evaluation autonomous second language learning using ICT in and self-assessment. The study revealed that online Ukraine universities. learning creates additional opportunities for AL development. According to the proposed model of AL online stages, students were required to be mobile between the stages of study [7]. The problem of using ICT in ASLL has been discussed REFERENCES at scientific conferences. One of the conferences was held in 2011. Newcastle University hosted a scientific and [1] O.S. Dushchenko. The role of the Internet in education: the practical conference “Innovative teaching and learning at experience of the United Kingdom, 2016, Online available university: enhancing the learning experience of Modern from http://ies.vntu.edu.ua/en/ies2016/report/accepted Languages students” (Sessions 3: Group F (OLB 2.21) [2] Т.І. Koval. Interactive technologies for teaching foreign [48]. 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Universal Journal of Educational Research 8(11D): 109-116, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.082415

Manipulative Impact on the Memory of Socially Significant Events: Results of the Experiment in Student Groups

Vitalii I. Bocheliuk1,*, Leonid K. Velitchenko2, Taisiia О. Gaivoronska3, Viktoriya L. Pogrebnaya4, Tetiana V. Khitrova4

1Department of Social Work and Psychology, Zaporizhzhia Polytechnic National University, 69063, Zaporizhzhia, Ukraine 2Department of Theory and Methodology of Practical Psychology, South Ukrainian National Pedagogical University named after K. D. Ushynsky, 65020, Odesa, Ukraine 3Faculty of Social Sciences, Zaporizhzhia Polytechnic National University, 69063, Zaporizhzhia, Ukraine 4Department of Journalism, Zaporizhzhia Polytechnic National University, 69063, Zaporizhzhia, Ukraine

Received August 12, 2020; Revised September 23, 2020; Accepted November 20, 2020

Cite This Paper in the following Citation Styles (a): [1] Vitalii I. Bocheliuk, Leonid K. Velitchenko, Taisiia О. Gaivoronska, Viktoriya L. Pogrebnaya, Tetiana V. Khitrova , "Manipulative Impact on the Memory of Socially Significant Events: Results of the Experiment in Student Groups," Universal Journal of Educational Research, Vol. 8, No. 11D, pp. 109 - 116, 2020. DOI: 10.13189/ujer.2020.082415. (b): Vitalii I. Bocheliuk, Leonid K. Velitchenko, Taisiia О. Gaivoronska, Viktoriya L. Pogrebnaya, Tetiana V. Khitrova (2020). Manipulative Impact on the Memory of Socially Significant Events: Results of the Experiment in Student Groups. Universal Journal of Educational Research, 8(11D), 109 - 116. DOI: 10.13189/ujer.2020.082415. Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License

Abstract The purpose of the study is to identify the individual diversity of memories, reducing them to a effects of manipulation on students’ memories of socially template provided from outside. The perspective of future significant events. The article contains theoretical studies concerning the impact of group cohesion on the substantiation of the problem of collective memory that social mediation of mnemonic processes is outlined. serves the current interests of certain social groups. The effects of mnemonic convergence in the process of social Keywords Collective Memory, Collective Trauma, interaction are described. A pilot study was conducted in Commemoration, Mnemonic Convergence, Memory two experimental samples and a control group involved Manipulation 123 participants. Students wrote a free narrative memory about their own experiences of quarantine caused by the spread of coronavirus in Ukraine during March-May 2020. While processing the data of the written assignments, the 1. Introduction meaningful aspects were recorded, which corresponded to the nature of the intervention. The results showed that Almost a hundred years ago, M. Halbwachs [1] argued memories of the past and perceptions of the future in that memory is generated both by an individual and by a experimental groups corresponded to previous particular group that unites it. The “implantation” of manipulative impacts. The analysis of the current situation memory from one person to another is quite easy in direct was determined not by the emotional evaluation of the personal interaction, including with professional situation, but rather by the general attitude regarding its storytellers, “thought leaders”, lecturers, guides, etc. significance. The findings of the study explain the impact Indirect but broader influences are the carriers of shared of perceptions of the past on the interpretation of the future. memory: texts, works of art, cultural symbols, monuments It is proved that the manipulative influence on the memory and artefacts, the so-called “places of memory”. This led of socially significant events has a reliable effect on to a scientific search for the social conditions for the 110 Manipulative Impact on the Memory of Socially Significant Events: Results of the Experiment in Student Groups

formation of individual memories, as well as the problems “collective self-deception” [4]. In terms of the accuracy of of collective memory. Although these issues are actively displaying specific events, memory is not a reliable source. discussed by historians, philosophers, culture scientists, P. Nora [5] spoke clearly about this: “Memory is a life, sociologists and psychologists, they are still far from which is always carried by living social groups, and in this being resolved. This problem is especially acute in the sense, it is in the process of constant evolution, it is open case of manipulative effects on memory, which makes a to the dialectic of memorisation and amnesia, does not person hostage to the interests of others. Unfortunately, realise its successive deformations, subject to all use and this phenomenon has become common in Ukraine: manipulation, capable of long latent periods and sudden information wars (foreign and domestic political), recovery… It feeds on hazy, multifaceted, global and fluid, destruction of monuments in the process of ideological partial or symbolic memories, it is sensitive to all transfers, struggle, historical amnesia and “conflicts of memory”, reflections, prohibitions or projections”. Memory dissemination of false and unreliable information in unconsciously maintains a connection with the past in the official sources, etc. context of the present; due to its sensual and magical The social significance of the topic is that the doctrine nature, it adapts only to those details that are convenient of collective memory is extremely convenient for to it [5]. achieving ideological (propaganda) goals. Global processes of democratisation of society have led to the desire of individual social groups to establish and defend 2. Literature Review their own identity by finding “their own vision of the past” [2]. From the point of view of the Ukrainian Institute of Socio-cognitive distortions of memories of significant National Memory, the current problems of the state are the events have been the subject of active research by conjunctural use of memorial issues: the psychologists in recent years. Specialists focus on dialogic commercialisation of public memory, its exploitation by (shared, shared) memorisation and mnemonic political forces, the substitution of objective analysis of convergence (commemoration), which adjusts a person’s the problem by myth-making or stereotyping. The own memories, aligning them with a particular general consequence of these processes is “egocentrism in socio-cultural or historical context. Today, there is interpretations of the past” – the removal of group and compelling empirical evidence of the positive impact of individual memories from the national narrative. “Often, social interactions, which eliminates the shortcomings of political and pseudo-scientific conclusions about individual memory and expands the possibilities of collective memory only deepen society’s moral and memory [6-8]. On the other hand, there are known psychological vulnerability to the complex and painful negative effects that distort real memories, especially in pages of the past” [3]. Thus, the collective memory from situations of emotional vulnerability: false testimony of the educational and adaptive resource becomes an witnesses and victims of crimes, “restored” memories of instrument of gross manipulation of the mass childhood traumas, etc. [9]. consciousness. The processes of social infection, when information In this situation, it is psychology that is able to combine from an external source is included in individual memory the disparate data of individual sciences and formulate an and remembered out of connection with its primary source, unbiased view of shared memory as a socio-cognitive as well as induced effects of forgetting, when the process. The authors see the main task in the use of interference of certain information in memory causes collective memory resources to ensure the best adaptation blocking of other memories, were studied [10, 11]. J.K. of an individual, as well as protection from manipulative Yamashiro and W. Hirst [12] showed how central information influences. The purpose of this study is to speakers (politicians, public figures, journalists) identify the consequences of manipulative influence on contribute to the convergence of collective memories and students’ memories of socially significant events. This how perceived membership in social groups affects these will help to elucidate the socio-cognitive mechanisms of mnemonic effects. shared memory and will form the basis of further Relational motives that motivate a person to seek theoretical and empirical research. commonality and unity with others also determine the An extremely complex and debatable area of research is ways of forming memories, namely, making efforts to the shared memory of important historical events. The construct some “common past”. In this sense, collective basic idea of the concept of collective memory is that each memory is an important resource of collective identity: social group produces a specific type of memory, the family, corporate, civic, national, ethnic, religious, etc. It carriers of which are its members. It reflects the idea of enhances the internal adaptive capacity of an individual by what unites the members of this group. Usually, collective joining an extra-personal resource, and also significantly memories refer to events and personalities that have affects group dynamics, ensuring social cohesion and significant value and emotional load – heroic, or, solidarity [13]. It is known that awareness of one’s own conversely, traumatic, which causes the risks of socio-psychological traits as a member of a certain group

Universal Journal of Educational Research 8(11D): 109-116, 2020 111

provides a high level of integrativeness of this group [14]. memorisation or forgetting, for worship or condemnation It is interesting to note that man would not be able to act in the same way as the protective mechanisms of the survive as a species and achieve everything he currently psyche (forgetting, rejection, rationalisation, etc.). has without the ability to unite through the formation, Individual memories of participants may change over time maintenance and dissemination of collective memories under the influence of social representations, official and appropriate social identification [13]. historical narratives, frequency of mention and other All this presupposes a large layer of practice-oriented factors [21,22]. At the same time, it opens the way to research aimed at finding the best ways to present socially psychological manipulation. If a certain version of the important information and build trust in its disseminators. past is considered the only correct one, attempts to To evoke relationally motivated mnemonic convergence, critically analyse it are seen as a “separation” from the a speaker must ensure a certain level of coincidence of group, which finally leads to silences and distortions [23]. social identity with the persons to whom the information R. Garagozov [24] warns that certain types of collective is addressed. M. Fagin [13] emphasises that a person is a memory formed in social conflicts can have a stronger set of different identities, each of which has its own emotional impact than individual memories, causing reservoir of collective memory – so it is important to painful reactions in people who were not directly involved “address” the identity that is most activated at the time of in the events. perception of the message. It should be understood that the representation of the The nature of memorising or displacing information past is always related to the current needs of the groups or from memory is determined not only by the level of individuals being studied – it is “an image of the past, expertise/competence of the source, but also by subjectively constructed in the present” [25]. Mnemonic identifying it as “one’s own”. Experiments in the student convergence shapes attitudes toward the past, reflecting environment [15] demonstrated pronounced effects of the current state of society, shared by most people, mnemonic convergence with individuals identified as reaffirming a sense of unity, and strengthening intragroup classmates and the lack of response to the report of connections. Based on the theoretical developments of representatives of the “competing” university. The E.V. Ryaguzova [26] levels of implementation of mnemonic consensus is more common between speakers commemorative practices aimed at evaluative and listeners if they belong to the same social group. representation of the past in the present can be divided Prejudiced people, on the other hand, are more likely to into three: forget the experience of interacting with dissimilar people,  at the level of society/state they act as a powerful which influences subsequent acts of memorisation [16]. manipulative resource of power that allows On the other hand, long-term collaboration and interaction constructing historical and cultural memory and contribute to the coherence of views on the past – consolidating society based on collective experiences; increasing the number of shared memories, as well as their  at the level of the group the collective memory is overall organisation and architecture [17]. The downside formed, the members of the group are integrated, the of these processes is an increase in susceptibility to feeling “We” is actualised; misleading memories: groups of friends easily trust the  at the level of the individual the construction of a memories of others and remember them firmly [18]. stable and positive social identity takes place, the The collective traumas included in the context of shared value-semantic sphere is formed. memory deserve special attention. Over the last century, Recent cross-cultural studies have shown that social many emotionally difficult events in the life of Ukrainians norms determine the meaning of memory – there is a have significantly changed the way of life and thinking of spontaneous categorisation of perceived information generations: the Holodomor, World War II, the Chernobyl based on cultural norms [27]. Cultural self-awareness also disaster, the Revolution of Dignity, military aggression by influences autobiographical memory, in particular Russia and others. The question of their mental determining the duration of memories, their emotional consequences for the Ukrainian community is acute. L.A. complexity, specificity, collective or egocentric Naydonova [19] described the mechanisms of orientation, positivity, etc. [28]. The application of transgenerational transmission of collective trauma in changing cultural norms according to a certain socially related systems. P.P. Gornostay [20] suggested significant situation leads to different understandings of psychotherapeutic ways to overcome historical trauma. Of the same behaviour. course, this work needs to be deepened and continued. In the context of traumatic memories, collective processes of commemoration usually help to reconcile 3. Materials and Methods contradictions in perceptions of the past, reduce the destructive effects and traumas, and develop a certain The study took place in June 2020. The sample general view that serves as a lesson for future generations. consisted of 4th- and 5th-year students studying the Socio-cultural strategies of selecting events for course “Psychology” within various specialities at the

112 Manipulative Impact on the Memory of Socially Significant Events: Results of the Experiment in Student Groups

Zaporizhzhia Polytechnic National University, a total of almost no effect; everyone has lived and continues to 123 people aged 19 to 34 years. They were divided into live”. two experimental and one control group according to the 2) Alarmed: “I remember how at the beginning of nature of the impact on shared memory. A pilot March, when the first cases of coronavirus in experiment was performed according to the scheme of a Ukraine started, we were all sitting in the audience simple one-factor plan. An independent variable was the together and discussing this topic for a long time. manipulative intervention of the experimenter in the Then most of you (and myself) were confused, memories of students about events that took place in all scared, and took it very seriously. I remember when their lives (quarantine in March-May 2020, caused by the one of you so wisely urged that the coronavirus spread of coronavirus in Ukraine). Dependent variable – would have very large-scale and long-lasting individual memories of students about emotionally consequences, that it was a turning point in human significant events, assessment of their importance and existence that would change everyone’s way of life pessimism/optimism of forecasts for the future. and way of thinking, as terrorist attacks once did to Information was collected using a narrative method. America in 2001 that radically changed social Participants were asked to write a short essay in 20 behaviour and security measures”. minutes, which would answer a number of questions: The control group received a neutral version of the  Describe how you experienced the events related to instruction: “Today, each of you has your own experience the spread of coronavirus in Ukraine and in the of experiencing quarantine. Some were frightened and world, as well as the quarantine restrictions caused some were carefree; some diligently collected information by them? about the state of affairs, and some did not want to hear  How do you remember the beginning of these events, anything or did not believe in the coronavirus at all; your feelings and thoughts at that time? someone took it seriously and followed all the safety rules,  Have there been any changes in your mental state someone ignored them”. and consciousness? These reactions are very diverse, because they reflect  How has quarantine affected your current life (list the individual way of adapting to stress. The texts were specific negative and positive effects)? processed by two assistants of the experimenter, who were  How do you see the consequences of quarantine for trained in the method of content analysis, but did not yourself and its possible impact on the future of all know about the real purpose of the study and the nature of mankind? manipulative influence on certain groups. Meaningful The survey was conducted online in ZOOM video units of texts were recorded, which corresponded to two conferencing during distance learning. Four academic variants of manipulative influence: anxious-pessimistic groups of 25-36 people were involved. To exclude the (descriptions of reactions, which included signs of fear, influence of extraneous factors that took place in group stress, confusion, anxiety, illness, etc.) and carefree life and were beyond the control of the experimenter, each (“everything will pass”, “everything will be fine”, “there group was randomly divided in half: half of the is no problem”, etc.). participants received a neutral instruction (control group), The results obtained in the experimental and control and the other half received instructions containing groups were compared using Pearson criterion χ2 (in the artificially constructed memories of the past. The case of nominal data) and the U-Mann-Whitney test (in manipulative influence was exercised by a teacher, who the case of quantitative data). All calculations were had a long relationship with the audience, had authority performed in the SPSS Statistics program. After collecting and respect. Two versions of the manipulative instruction data in all groups, the true purpose of the experiment was are built on the same scheme, but have different meanings communicated to the participants (the next couple on the (options for the expression of the independent variable): schedule a week after the survey). The experimenter 1) Optimistic and carefree: “I remember how in early revealed the nature of the manipulative influence and March, when the first cases of coronavirus in asked the students' opinions about their own reactions and Ukraine began, we were all sitting together in the possible results of the experiment. In addition, to the class and discussing this topic. Then most of you group discussion, training exercises on manipulation (myself) were convinced that it would all end lightly, recognition were conducted to neutralise the negative fearlessly and very quickly. I remember when one of effect. you so wisely urged that people will soon forget about the coronavirus, as they forgot about all the previous outbreaks of dangerous diseases, and that 4. Results and Discussion humanity does not learn anything at all, because The volume of texts in the experimental and control every 10-15 years there are some crises, catastrophes, groups was approximately the same and amounted to 52 ± revolutions, epidemics and other troubles – and it has 15 words. In their recollections of the past (“How do you

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remember the beginning of these events, your feelings and between the factor and the resultant feature (significance thoughts at the time? Were there any changes in your level p = 0.003). Comparison of the data distribution of mental state and consciousness?”), The students described individual experimental groups with the control one a wide variety of individual reactions. During processing, (Table 1) shows that the manipulative effect on memories the authors counted those that corresponded to the nature is most significant in the case of EG 2, where there was an of the impact; responses that did not meet the above alarming instruction. Thus, negative emotions find a criteria were categorised as “other reactions”. In the first greater response in simulated memories. experimental group (EG 1), which received an optimistic Data on the impact of the pandemic on the current life and carefree instruction, more than a third of the situation of students are shown in Figure 1. In all groups, respondents showed appropriate reactions (Table 1). At the average number of negative reactions was greater than the same time in the group EG 2, which previously the number of positive ones. EG 2 students, who received received an alarming instruction, the proportion of a preliminary setting on the severity and scale of the negative-pessimistic reactions was 64.5%, which is three effects of the pandemic, gave on average more answers, times more than in EG 1. In the control group, the but the difference with the control group was insignificant. advantages of a particular direction of reactions were not The EG 1 group gave the lowest number of responses detected. (statistically significant differences compared to CG on The value of the consistency criterion χ2 for the table EG 2). This is fully consistent with the nature of the 3×3 was 16.366, which indicates a reliable relationship manipulative attitudes obtained before the survey.

Table 1. The content of memories of the past in the control and experimental groups (% of the number of respondents in the group) Anxious-pessimistic Carefree-optimistic Others χ2 of Pearson Groups: reactions reactions reactions (comparison ) EG 1 (32 persons) 18.75 37.50 43.75 3.05; p = 0.218 EG 2 (31 persons) 64.51 9.68 25.81 8.24; p = 0.017 CG (60 persons) 33.33 23.33 43.33

Figure 1. Assessment of the Current Situation in the Control and Experimental Groups (Average Number of Reactions in the Group)

114 Manipulative Impact on the Memory of Socially Significant Events: Results of the Experiment in Student Groups

Comparative analysis of groups showed that the reviewing life values and rethinking (own resources and influence of the experimenter was not in the direction of opportunities, relationships, values, chosen career path, reactions (positive or negative), but in the total number of etc.), expanding existing competencies. Regarding the responses – in group EG 1 there are significantly fewer perception of their own future, a significant difference responses, and this applies to both negative and positive between the groups was revealed (Table 2). reactions. It was in this group that the instruction stated Comparison of the overall distribution of data in the that the pandemic situation “does not affect anything”. three groups (table 3×3) showed a significant relationship Apparently, this reduced the activity of respondents, did between the factor and the resultant feature (calculated not encourage them to make cognitive efforts to reflect value of the criterion χ2 = 23.60, the level of significance and find relevant changes in their own lives. It should be p < 0.001). A comparison of the distributions of the noted that although in EG 2 the instruction contained the individual experimental groups confirms, as in the stipulation that the pandemic will have long-term previous case, the stronger influence of the consequences, change the behaviour and consciousness of anxious-concerned instruction, which provokes each person, the average, in this case, did not differ pessimistic views on the future. A somewhat unexpected significantly from the control group. The results lead to result was that previous manipulations affected the the conclusion that students more easily perceived and assessment of a possible future to a greater extent than responded to the influence of “not doing something” than memories of the past. This can be explained by the fact “doing something”. It should be noted that the assessment that the future is a realm of the unknown, in the of the current situation may reflect not only the assessment of which young people do not have the manipulative influence of the experimenter, but also the opportunity to rely on their own experience, so they attract features of previous memories of students. social attitudes and suggestions. Previous cognitive work The authors will separately dwell on the qualitative done by students should also be taken into account: analysis of the received answers. Most students viewed memories of the past and analysis of the present situation. the current situation in a negative light, it was difficult for Previous research has shown that perceptions of the past them to identify the positive aspects of the impact of affect the interpretation of the future, with assessments of quarantine on their own lives (although the sample future prospects usually more positive and less specific included individuals who viewed quarantine mainly in a [29]. These results fully confirm these data. positive light – 18.3% in the control group). Among the Previous studies of memories of traumatic events [30] negative consequences of quarantine, students most often have shown that in the long run the richness and mentioned domestic inconveniences (wearing a mask, emotional saturation of memories (including negative) inability to move by transport), forced restriction of decreases – a certain generalised view of events is formed, communication with friends and relatives, stress, which depends little on how a person actually survived deteriorating physical condition (including overweight), trouble. reduced efficiency, danger, insecurity and future The experiments of H.-Y. Choi, E.A. Kensinger, and S. uncertainty in personal prospects, deteriorating economic Rajaram [31] showed that the social transfer of memory situation in society (reduced profits, higher prices of depends on the group structure: for example, in isolated goods and services), inability to lead a normal life, communities, negative collective memories are amplified worries about the health of loved ones, limited and positive ones are supplanted, and a diverse group opportunities for leisure and development (each option structure contributes to the spread of false memories. This was named by more than 10% of respondents). Among the highlights the need to study additional factors that are not positive consequences of quarantine: free time for leisure, taken into account in this experiment. In particular, this useful experience of “survival” in difficult conditions. applies to consideration of the cohesion of a student body Older part-time students named different options for and the nature of the relationship with an experimenter.

Table 2. The content of perception of the possible future in the control and experimental groups (% of the number of respondents in the group) Anxious-pessimistic Carefree-optimistic Others χ2 of Pearson Groups: reactions reactions reactions (comparison with the CG ) EG 1 (32 persons) 18.75 53.12 28.13 5.52; p = 0.064

EG 2 (31 persons) 67.74 12.90 19.36 11.89; p = 0.003

CG (60 persons) 30.00 28.33 41.67

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Online available from https://doi.org/10.1080/0163853X.20 5. Conclusions 10.541854.

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Universal Journal of Educational Research 8(11D): 117-121, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.082416

Pedagogical Innovation in the Conditions of Informatization of Humanities Education

Yuriy S. Kravtsov1,*, Mariia P. Oleksiuk2, Ihor M. Halahan2, Viktoriia B. Lehin3, Tetiana A. Balbus4

1Department of Sociology, Dniprovsk State Technical University, 51918, Kamenskoe, Ukraine 2Department of Theory and Methods of Labor Training and Technology, Taras Shevchenko Regional Humanitarian-Pedagogical Academy of Kremenets, 47003, Kremenets, Ukraine 3Department of Theory and Methods of Preschool and Primary Education, Taras Shevchenko Regional Humanitarian-Pedagogical Academy of Kremenets, 47003, Kremenets, Ukraine 4Department of Art Disciplines and Methods of Teaching, Taras Shevchenko Regional Humanitarian-Pedagogical Academy of Kremenets, 47003, Kremenets, Ukraine

Received August 17, 2020; Revised October 10, 2020; Accepted November 20, 2020

Cite This Paper in the following Citation Styles (a): [1] Yuriy S. Kravtsov, Mariia P. Oleksiuk, Ihor M. Halahan, Viktoriia B. Lehin, Tetiana A. Balbus , "Pedagogical Innovation in the Conditions of Informatization of Humanities Education," Universal Journal of Educational Research, Vol. 8, No. 11D, pp. 117 - 121, 2020. DOI: 10.13189/ujer.2020.082416. (b): Yuriy S. Kravtsov, Mariia P. Oleksiuk, Ihor M. Halahan, Viktoriia B. Lehin, Tetiana A. Balbus (2020). Pedagogical Innovation in the Conditions of Informatization of Humanities Education. Universal Journal of Educational Research, 8(11D), 117 - 121. DOI: 10.13189/ujer.2020.082416. Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License

Abstract The analysis of the processes associated with approach, i.e. should ensure the effectiveness of the the fact that the course of transferring the Ukrainian development and application of humanities knowledge and economy from a raw material development path to an form a conscious responsible choice in a variety of cultural innovative one is extremely important. The authors believe meanings, cultural self-determination. that the role of higher education in this process is key. But it itself is faced with a huge number of problems, one of Keywords Transformation, Innovation, Pedagogical which is improving the quality of its functioning and Infosociety, Globalization, Network guaranteeing the results of its activities. This problem is closely related to the implementation of innovations. The authors suggest that innovation in education should be understood as an innovation designed to resolve the current 1. Introduction problem situation in order to optimize the educational process, improve its quality or organize favorable The formation of personal being occurs as a drama conditions for the assimilation of material by students. (according to Vygotsky), but the true drama of our life lies Based on a critical approach to reforming the current in the constant denial of ourselves today for ourselves system of higher education the paper touches upon the need tomorrow. As a person is born as an opportunity (to to change the process informatization of humanities become a person), he lives as the realization of this education. The conceptually changing field of modern opportunity and dies when there is no such opportunity. educational practices, aspirations and attempts to humanize Life is a constantly ongoing process of human formation. and humanize education, taking into account the realities of When the future begins to shrink, shrink to the present, the the information society are favorable factors in creating disintegration of the psychological system begins. This and implementing the concept of humanities education, process of human formation is the formation of personal which allows different ways of implementation. The being [1]. development of humanities education in the information Unfortunately, more and more often a modern person, society is aimed at implementing an interdisciplinary faced with “perplexing phenomena” (these are such 118 Pedagogical Innovation in the Conditions of Informatization of Humanities Education

phenomena “... which we have to face in experience and permissiveness in cyberspace. Cyberspace advocates warn which confuse us, because they are at odds with our us that we must not forget about our body, that we must (assumed) knowledge of the world” [2]), does not seek be rooted in “real life”, regularly returning from their explanations through independent cognitive interest, immersion in cyberspace to the intense experience of our but finds ready-made answers in virtual reality. corporeality – from sex to jogging. We will never become First of all, the phenomenon of globalization remains virtual beings floating freely between different virtual insufficiently comprehended, which is directly connected worlds: the “real life” of our body and its mortality is the technologically with the emergence of the global Network main horizon of our existence, the ultimate, deepest and politically with a departure from the model of a impossibility that serves as the basis for immersion in all bipolar world. National and political diversity in the many possible virtual worlds ... Literally cyberspace fades into the background, i.e. authenticity, “enlightenment”, “lightness of being”, relief – all that we self-identification of both a person and a social group on feel when we freely float in cyberspace (or even more in these grounds becomes secondary. The emerging cyber virtual reality) – this is not the experience of disembodied communities are based on the unity of interests of existence, this is the experience of possessing another – individuals who cannot fulfil their vital needs, being ethereal, virtual, weightless – a body that does not included in the structures of the existing “traditional” imprison us in inert materiality and finitude. It is an communities. Socially, the cyber community is initially a angelic, ghostly body, a body artificially created and space of internal emigration, a manifestation of deviant manipulated. Thus, cyberspace defines a turn, a kind of behaviour, it is closely connected with a new generation, “negation of negation” in a gradual movement towards the which (usually) does not have its place in the social world, liberation of our experience from corporeality (first since it is still in the guarantee of primary socialization – written speech instead of living, then the press, after it it tries to determine the world. But this is until the systems mass media – radio and television): in cyberspace we of needs, which are carried by wider mass communities, return to immediacy, but to an eerie, virtual immediacy became present in the cyber society, and the new [4]. generation began to live in the “present” instead of the The transformation and development of humanities “future”. education is largely determined by the processes of Slovenian philosopher Slavoj Zhižek draws attention to informatization and the formation of information the fact that in the modern Western world reality as such technology in education. The introduction of information is absent, it is replaced by surrogates of reality [3]. He technology in the structure of humanities education leads writes: “In today's market we find many products devoid to the emergence of new areas of scientific knowledge and of their malignant properties: decaffeinated coffee, specializations in the humanities [5, 6]. The use of modern fat-free cream, non-alcoholic beer ... Virtual reality simply sources of information strengthens individual strategies of generalizes this procedure of offering a product devoid of student success, stimulates universities to informational its substance: it provides reality itself, devoid of its presentation of their own achievements, areas of partner substance ... just as decaf coffee has the smell and taste of search, information support of the educational process by coffee, but it is not, virtual reality is experienced as reality, creating university information resources, networks, not being such. However, at the end of this virtualization clusters. process, we begin to experience the very “reality” as Today, computer science is not only ancillary, but also virtual” [3]. becomes a humanitarian discipline, as information processes underlie a new type of society and organize a new social space. There are favourable conditions for the 2. Processes of Informatization and implementation of a humanitarian approach to education Formation of Information in the current educational situation. In today's dynamic Technology in Education society, value-semantic variability is necessary and the influence of the advanced development of education on The modern world is arranged in such a way that a sane the formation of social innovations is recognized. The person simply has no choice: to be or not to be immersed dynamically changing conceptual field of modern in the world of computers. Refusal from such immersion educational practices, aspirations and attempts to will mean that a person refuses to go through the process humanize and humanize education, taking into account the of socialization and wants to remain in the marginal sector realities of the information society are favourable factors of society. We can conclude that it is the society that for creating and implementing the concept of humanities determines the immersion of the individual in the virtual education, which allows different ways of space and its functioning in this space. The lack of implementation. aspiration for personal self-realization, the inability of a Necessary gradual changes in the structure, content, person to formulate life guidelines and the unwillingness technology of humanities education are dictated and to create their own social norms are compensated by reflect the transformation of the forms and content of the

Universal Journal of Educational Research 8(11D): 117-121, 2020 119

humanities, humanities and knowledge. special role in solving this problem belongs to distance Changing the orientations of the study, moving away education [8, 9]. education and science are a holistic from the position of a neutral observer and the universal “connection” in which one component plays an theoretical horizon of humanitarian research lead to a increasingly important role in the development of another change in its nature. Humanities knowledge acquires an component. Improving the quality of higher education is interdisciplinary character, the principle of additional possible today only under the condition of determines the way of interaction of different disciplines. “fundamentalization of education on the basis of the The complex nature determines the efficiency, theoretical organic unity of its technical, scientific and humanistic performance and direction of research. The humanities are components” [2] evolving through the emergence of specializations, the Theoretical foundations of modern educational and emergence of related fields of study, which are considered innovative activities rely only in part on the methodology in the context of the actualization of the fundamental of the twentieth century, and the latest – on modern structures of human existence. philosophy of education. This allows scientists to get Information processes and structures that provide to started development of a modern branch of pedagogy – them change not only the technical, instrumental side of pedagogical innovation – science about the system of the study, forms and methods of working with renewed relations between the participants of pedagogical humanitarian material, but also become an essential and process, the object of study of which are innovative necessary subject of study and a factor that determines the processes, i.e. pedagogical innovations, by which we idea of humanitarian research and its subject area. They mean not only the end product of the application of form a modern orientation of humanitarian research on the novelty in educational and management processes in order socio-cultural context, which determines the pragmatic to change (qualitative improvement) of the subject and and project nature of humanitarian knowledge [7]. objects of management and economic, social, scientific, technical, environmental and other effects, but also the procedure of their constant renewal. In particular, all over 3. Modern Methodological Guidelines the world, the creation of high-tech zones is a promising for Education Research area for attracting innovations in the field of education [10]. Most often, they are created on the basis of The integrity of humanitarian research is determined by universities and research centers that are engaged in the historical and cultural horizon, in relation to which its research and development, have a rich human potential, objectivity and meaning are formed and its various levels train future professionals who use advanced technologies and aspects are synthesized. Modern humanities in their activities. Synergetic perception of the world knowledge is focused on understanding, not on significantly helps to understand the innovative nature of explanation, that is, it seeks not to identify causal patterns education. From the point of view of the corresponding as a determinant of a cultural phenomenon, but to paradigm, today the innovation of education is a kind of explicate and actualize its meaning. Humanities cognition release of the student's own strengths and abilities and his is based on genetic and teleological interpretation. The initiation into one of his individual ways of development study of the origin of cultural phenomena reveals its [11]. In this case, knowledge will not just be layered on conditionality, historical relationships, cultural context of the structures of personality, will not be imposed on them, the phenomenon, its cultural and humanitarian dimension. it will stimulate their own, perhaps even undiscovered, The teleological perspective of the existence of the hidden strategies for personal development [12]. phenomenon allows to thematize its cultural value, to In the social sciences, and especially in philosophy and open its worldview projection. The changes that are taking pedagogy, opportunities have emerged for the place and the current level of humanities research development of new forms of education based on the determine the vector of transformation of humanities ideas of rationality (here rationality is understood as education in the conditions of formation of the improving the quality of education by expanding information society. advanced experience), informatization, democratization, The development of humanities education, taking into humanization and humanization. Info-telecommunication account the solution of the tasks and previously identified technologies make it possible to converge the educational trends in education and humanities, involves the process as a school of dialogue between material and implementation of the principle of openness of humanities spiritual cultures, make the formation of a specialist of education to social practices and the principle of its high culture as their central idea. The introduction of accessibility without age and geographical location. info-telecommunications accelerates the creation of a Humanities education in the information society involves single information space, provides access for the formation of the intention for continuing education representatives of different specialties to the information and the ability to self-education through the creation of resources of civilization. Success in the development of structures, forms and technologies that provide them. A education is associated with fundamentally new principles

120 Pedagogical Innovation in the Conditions of Informatization of Humanities Education

of interaction in its infrastructure, which are developed on aspect of education is most clearly revealed. The appeal the basis of info-telecommunication technologies and act and attitude towards communication as communicative as a methodological basis for the implementation of these factors is a condition for the existence of communicative technologies in education. rationality; it expresses the integral nature of Rationality expresses the content and subject-subject relations in education. essential-structural characteristics of the educational The development of humanities education is aimed at process, simultaneously fixing not only the fact of its implementing an interdisciplinary approach, i.e. involves course, but also the specific way of its existence. The multilevel and comprehensive analysis of the rationalization of knowledge is by its nature intentional, humanitarian phenomenon and its holistic understanding since it is always the concentration of the subject over in terms of alternative interpretive strategies that represent “something” by means of a certain methodology. This is a diverse cultural positions. This approach should ensure the creative search for truth. In the educational process, the effectiveness of the development and application of solution to this problem expresses the communicative humanitarian knowledge and form a conscious responsible connection of its subjects, but this connection is the choice in a variety of cultural meanings, cultural deepest reflection of communicative rationality. self-determination. At the level of organization of The old paradigm is being replaced today by the educational practice, the variability of the content of paradigm of intersubjective understanding and humanitarian education is envisaged. communication. Today, “the focus of research has shifted,” The development of humanities education in the notes Y. Habermas, “from cognitive-instrumental to information society is aimed at its integration with science communicative rationality. For him, the paradigm is not education. It ensures the rigor and accuracy of the the relationship of a private subject to anything in the methodological and technical side of humanities education, objective world that can be imagined and with which can which largely determines its objectivity and effectiveness. be manipulated, but the interpersonal relationship, into Their synthesis in the framework of humanities education which subjects capable of communication and action enter, is project education. The project method allows to reveal if they rotate in a natural language environment, are used the practice-oriented nature of humanitarian education and by cultural devotees interpretations and at the same time to offer a pragmatic criterion of humanitarian education. refer to something objective, common to them social and, In this way it is possible to involve in the educational accordingly, to the subjective world” [13]. Y. Habermas process a social environment, which is a necessary substantiates the essence of communicative rationality, condition for the formation of social and regional notes that it has its own structure. Y. Habermas described competence, the ability to effective social action. it as follows: “When the speaker speaks about something The development of humanities education involves the within the framework of the everyday context, he enters development of creative thinking, stimulation of cognitive into a relationship not only to something that exists in the activity, which is carried out by raising the level of objective world, ... but also to something in the social problematic educational situation. Humanities education is world and to something in your own subjective world” problematic. Its comprehension expands the cultural [13]. Communicative rationality is purposefully focused horizon, leads to a critical awareness of their cultural on the search for truth through a system of mutual background, to self-understanding and self-determination. understanding. At the level of the content of humanities education, its Information content is the core of the dialogue, development involves a combination of principles of revealing the intersubjective world of the individual, the visual and problem-based way of its organization. The system of his personal knowledge and skills to use them humanistic orientation of the information society in the search for truth. Dialogue as a form of the search presupposes the corresponding orientation of information for truth is a moment of illumination of its participants, educational technologies, which places a number of directed towards the formulated problem, and both our requirements on modern universities. This is, first of all, rationality and our intuition work in the dialogue. the selection of such informational educational Dialogue is a form of expression and a way of realizing technologies that would convey to the student’s our needs. A communicative attitude is also manifested in understanding of the diversity of human cultures, the him, he personifies the striving for integrity, creation and complexity and ambiguity of the humanistic perspective understanding. of mankind

4. Conclusions Thus, in the educational process, as the forms of REFERENCES communication of the subjects of this process in the [1] T. Bekh. Philosophical analysis of the origin of the levels of course of comprehending the truth, priority belongs to higher education, Vyshcha Osvіta v Ukraini, No. 3, 13-19, dialogue as a value form in which the epistemological 2005.

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Universal Journal of Educational Research 8(11D): 122-129, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.082417

Nursing Students' Satisfaction with the Academic Program: Across-sectional Study

Naglaa Abd El Aziz Mahmoud El-Seesy1,*, Maram Banakhar2, Faten Shawky Abd El Fattah Kandil3

1Department of Nursing Administration, Alexandria University, 21526, Alexandria, Egypt 2Department of Public Health Nursing, King Abdulaziz University, 21589, Makkah, Kingdom of Saudi Arabia 3Department of Medical Surgical, Cairo University, 12613, Giza, Egypt

Received August 15, 2020; Revised October 1, 2020; Accepted November 20, 2020

Cite This Paper in the following Citation Styles (a): [1] Naglaa Abd El Aziz Mahmoud El-Seesy, Maram Banakhar, Faten Shawky Abd El Fattah Kandil , "Nursing Students' Satisfaction with the Academic Program: Across-sectional Study," Universal Journal of Educational Research, Vol. 8, No. 11D, pp. 122 - 129, 2020. DOI: 10.13189/ujer.2020.082417. (b): Naglaa Abd El Aziz Mahmoud El-Seesy, Maram Banakhar, Faten Shawky Abd El Fattah Kandil (2020). Nursing Students' Satisfaction with the Academic Program: Across-sectional Study. Universal Journal of Educational Research, 8(11D), 122 - 129. DOI: 10.13189/ujer.2020.082417. Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License

Abstract In higher education, students’ satisfaction is viewed as an indicator of program success, and higher satisfaction levels among students are correlated with better intellectual and social achievements. This study 1. Introduction aimed to assess nursing students’ satisfaction about the academic program at one academic institution. A Students’ satisfaction has been assessed in different cross-sectional descriptive study was conducted. A academic and non-academic settings [1]. In the 1960s, the convenience sampling method was used to include 328 first study conducted on academic satisfaction originated students using the Undergraduates Nursing Students from occupational satisfaction. Academic satisfaction is Academic Satisfaction Scale (UNSASS) to assess the level regarded as the subjective evaluation of the whole of nursing students’ satisfaction about the academic educational experience, and is defined as a psychological program. The overall mean score of satisfaction was 51.72 state that results from the confirmation or not of the out of 100 (SD=14.63). The highest score was observed students’ expectations regarding their academic reality. regarding program design and delivery dimension Academic satisfaction is considered a dynamic process (mean±SD score= 53.91±18.51), while the lowest that can be affected by different factors such as the satisfaction score was attributed to support & resources institution’s characteristics, educational context, students’ dimension (49.62± 18.13). The study recommends to perception and learning environment [2, 3]. conduct a comprehensive and consistent evaluation to It is the role of the educational and training institutions measure students’ satisfaction and expectations in to assess nursing students’ satisfaction regarding resources and facilities in order to guide decision-making undergraduate program to enhance the effective learning and improve the effectiveness of students’ educational among candidates and improve the overall success of the programs. It is suggested that the UNSASS may expand its institution. Satisfied students show generally more applicability to master students and evaluate programs that willingness and effort in attending the classes and are are not accredited by the international accreditation in involved within the coursework and the institution future studies. commitments and diverse activities [4]. Such evaluation provides valuable indications for strategic planning, and is Keywords Psychological State, Students’ part of the pedagogic actions aiming to ensure the best Expectations, Learning Environment, Professional learning experience for students to enable them acquiring Fulfillment beneficial knowledge and achieving professional Universal Journal of Educational Research 8(11D): 122-129, 2020 123

fulfillment [5]. Thus, students’ satisfaction surveys and score was calculated with higher score indicating greater their outcomes are good indicators of the quality and satisfaction with academic program. The UNSASS was competitiveness among colleges and universities and their validated by five specialized faculty staff including level of fulfillment of their respective missions. Further, assistant and associate professors. The survey was published results of such surveys are useful for recruiters completed by collecting nursing students’ and employers to target the best qualified graduates, with socio-demographic characteristics, such as age, marital the most adequate curricula [4]. Furthermore, academic status, number of children, permanent residence, and satisfaction constitutes an effective method to promote academic year [10]. interaction between students and professors and scholars, The ethical approval was obtained from the thus offering the opportunity to share ideas and University’s institutional review board. At the end of the experiences and enriching the intellectual debate at the activity time all 2nd, 3rd and 4th year nursing students were theoretical and practical levels [6]. all informed about the study. All participants were Review of literature shows a lack of research studies informed that their participation was fully voluntary, that that investigated satisfaction among nursing students [7]. they have the right to freely withdraw at any time of the In Saudi Arabia, a study investigated factors affecting interview, and that their privacy and confidentiality will nursing students’ satisfaction with e-learning experience be fully respected. Prior to administering the questionnaire, in King Khalid university, Saudi Arabia; it revealed that implied consent for participation in this study was learners ‘attitude toward electronic resources, anxiety, obtained by filling the questionnaires. Each participant flexibility, technology quality, and learner perceived was given 20 minutes to complete it. Data collection was interaction with others are the critical factors affecting conducted between 01 March and 31 May 2018. learners’ perceived satisfaction [2]. The lack of such The questionnaire was piloted among a sample of 30 studies could be a major impediment for planning and eligible students. Clarity of the items was assessed, and improvement of institutional services and educational the overall reliability of the UNSASS tool was tested and programs and teaching methods, which altogether qualify showed Cronbach’s alpha = 0.967, indicating high internal the educational process. Hence, we conducted this study consistency of the tool in the study population. Data were to assess the levels of satisfaction among undergraduate analyzed using IBM SPSS software package version 20.0. nursing students toward their academic programs in King Categorical variables were presented using number and Abdul-Aziz University. We also investigated the percent, while numerical ones were presented using range, sociodemographic factors associated with academic mean, and standard deviation (SD). Significance of the satisfaction. obtained results was judged at the 5% level. The used tests were Student t-test for normally distributed quantitative variables, to compare between two studied groups and 2. Materials and Methods F-test (ANOVA) for normally distributed quantitative variables, to compare between more than two groups. A A cross-sectional study was conducted at the Faculty of p-value<0.05 was considered for statistical significance. Nursing at one academic institution in Jeddah, Saudi Arabia. The sample of this study incorporates 2nd,3rd and 4th year undergraduate nursing students. The inclusion 3. Results and Discussion criteria involved all nursing students who were registered at the faculty and pursuing any of the nursing specialties Table 1 demonstrates the characteristics of study provided by the faculty including medical and surgical, sample. A total 328 undergraduate nursing students critical care, pediatrics, obstetrics and gynecology, successfully completed the questionnaire, with a response community health, geriatrics, psychiatry and mental health, rate = 96.5%. Of the total participants, 145 (44.2%) were and administration [8]. in the second year, 120 (36.6) in the third year and 63 The study used the Undergraduates Nursing Students (19.2%) in the fourth year. All undergraduate nursing Academic Satisfaction Scale (UNSASS), adapted from students were below 30 years old. Moreover, 98.8% were Dennison & El-Masri to assess participants’ satisfaction single, and 68.9% were living with their families, while with the faculty’s academic program [9]. The scale 22.6% lived in the campus. consists of 48 items grouped into the following four Table 2 shows mean satisfaction scores regarding the dimensions: in-class learning experience (16 items); different questionnaire subscales as well as the overall clinical teaching (15 items); program design and delivery scores. The mean ± SD overall satisfaction score was (12 items); and support & resources (five items). For each 51.72 ± 14.63 out of 100. Regarding subscales, item, responses were assessed using a Likert scale ranging participants were most satisfied with program design and from strongly disagree (1) to strongly agree (5). A score delivery (mean ± SD score = 53.91 ± 18.51), while they was calculated for each dimension by adding up the were least satisfied with support & resources (49.62 ± corresponding item scores, and an overall satisfaction 18.13). Bivariate correlations between the subscale scores

124 Nursing Students' Satisfaction with the Academic Program: Across-sectional Study

showed moderate to high correlations with Pearson’s Table 2. Mean scores percentages of nursing students’ academic satisfaction dimensions at the Faculty of Nursing, king Abdul-Aziz correlation coefficients ranging from 0.581 (p<0.001), University between In-class Teaching and Support & Resources Cronbach’s scores, to 0.756 (p<0.001) between Clinical Teaching and Scale/Statistics Alpha (No. Raw score % Score Program Design & Delivery subscale score. The second items) In-class highest correlation was between In-class Teaching and 0.910 (16) Clinical Teaching with Pearson’s correlation Teaching coefficient=0.737 (p<0.001). Reliability testing showed Min. – Max. 26.0 – 77.0 15.63 – 95.31 very high internal consistency for all subscales’ Mean ± SD. 49.13 ± 9.50 51.76 ± 14.85 (Cronbach’s alpha 0.811-0.945) and overall scale Clinical 0.923 (15) (Cronbach’s alpha=0.967) construct. Teaching Min. – Max. 17.0 – 72.0 3.33 – 95.0 Table 1. Number and percentage of socio demographic study sample Mean ± SD. 45.37 ± 9.74 50.61 ± 16.24 Demographic characteristics No. % Program Design 0.945 (12) Age (years) and Delivery <30 328 100.0 Min. – Max. 12.0 – 60.0 0.0 – 100.0 30 – 40 0 0.0 Mean ± SD. 37.88 ± 8.89 53.91 ± 18.51 >40 0 0.0 Support & 0.811 (5) Marital status Resources Min. – Max. 5.0 – 25.0 0.0 – 100.0 Single 324 98.8 Married 4 1.2 Mean ± SD. 14.92 ± 3.63 49.62 ± 18.13 Widow 0 0.0 Overall 0.967 (48) Number of children Min. – Max. 60.0 – 225.0 6.25 – 92.19 None 325 99.1 Mean ± SD. 147.3 ± 28.09 51.72 ± 14.63 1 2 0.6 +3 1 .3 Table 3 presents the mean ± SD scores percentage of the underlying items of in-class teaching dimension, Residence which ranged from 2.89 ±1.01 regarding detailed Campus 74 22.6 feedback received on students’ work and written Alone 28 8.5 assignments to 3.34 ± 0.81 regarding Faculty members’ With family 226 68.9 efforts to assist students when asked. The next two highest Your current undergraduates’ program satisfaction scores were observed regarding ability to 2nd year 145 44.2 express academic and other concerns to faculty members 3rd year 120 36.6 (3.32 ± 0.78) and easiness to approach faculty members 4th year 63 19.2 (3.31 ± 0.81).

Table 3. Satisfaction of nursing students regarding in-class teaching Satisfaction score No. Subscale item Mean SD. Rank Q1 I can freely express my academic and other concerns to faculty members 3.32 0.78 2 Q2 Faculty members are easily approachable 3.31 0.81 3 Q3 Faculty members make every effort to assist students when asked 3.34 0.81 1 Q4 Faculty members make an effort to understand difficulties I might be having with my course work 3.10 0.91 5 Q5 Faculty members are usually available after class and during office hours 3.03 0.95 8 Q6 I can freely express my academic and other concerns to the administration 3.02 0.98 10 Q7 Faculty are fair and unbiased in their treatment of individual students 3.03 1.01 8 Q8 Faculty members provide adequate feedback about students’ progress in a course 3.04 0.99 7 Q9 I receive detailed feedback from faculty members on my work and written assignments 2.89 1.01 16 Q10 Channels for expressing students’ complaints are readily available 2.92 0.93 14 Q11 Faculty members are good role models and motivate me to do my best 2.96 0.92 13 Q12 The administration shows concern for students as individuals 3.00 0.95 11 Q13 Faculty members demonstrate a high level of knowledge in their subject area 3.06 0.87 6 Q14 Faculty members take the time to listen/discuss issues that may impact my academic performance 2.98 0.90 12 Q15 Faculty members create a good overall impression 3.20 0.80 4 Q16 I am generally given enough time to understand the things I have to learn 2.92 0.91 14

Universal Journal of Educational Research 8(11D): 122-129, 2020 125

Table 4. Satisfaction of nursing students regarding clinical teaching

Satisfaction score No. Subscale item Mean SD Rank Clinical instructors are approachable and make students feel comfortable Q17 3.04 0.93 9 about asking questions Clinical instructors provide feedback at appropriate times, and do not Q18 embarrass me in front of others (classmates, staff, patients and family 3.05 0.97 8 members) Q19 Clinical instructors are open to discussions and difference in opinions 3.17 0.94 1 Clinical instructors give me sufficient guidance before I perform technical Q20 2.91 0.91 12 skills Q21 Clinical instructors view my mistakes as part of my learning 2.94 0.95 11 Clinical instructors give me clear ideas of what is expected from me during a Q22 2.99 0.93 10 clinical rotation Q23 Clinical instructors facilitate my ability to critically assess my client’s needs 3.06 0.93 7 Clinical instructors assign me to patients that are appropriate for my level of Q24 2.90 0.93 13 competence Clinical instructors give me verbal and written feedback concerning my Q25 2.84 0.98 15 clinical experience Clinical instructors demonstrate a high level of knowledge and clinical Q26 3.14 0.95 2 expertise Q27 Clinical instructors are available when needed 2.89 0.93 14 Clinical instructors provide enough opportunities for independent practice in Q28 3.10 0.95 5 the lab and clinical sites Q29 Clinical instructors encourage me to link theory to practice 3.08 0.93 6 Q30 Instructions are consistent among different clinical and lab instructors 3.14 0.90 2 Q31 Faculty members behave professionally 3.12 0.93 4

Table 5. Satisfaction of nursing students regarding academic program design and delivery

Satisfaction score Q Subscale item Mean SD. Rank Q32 This program provides a variety of good and relevant courses 3.24 0.86 2 Q33 The program enhances my analytical skills 3.21 0.88 3 Most courses in this program are beneficial and contribute to my overall professional Q34 3.26 0.91 1 development Q35 The quality of instruction I receive in my classes is good and helpful 3.11 0.93 9 Q36 I usually have a clear idea of what is expected of me in this program 3.10 0.96 10 Q37 The program is designed to facilitate team work among students 3.20 0.96 4 Q38 The program enhances my problem solving or critical thinking skills 3.16 0.97 5 Q39 There is a commitment to academic excellence in this program 3.12 0.89 8 Q40 As a result of my courses, I feel confident about dealing with clinical nursing problems 3.09 0.95 11 Q41 Going to class helps me better understand the material 3.16 1.02 5 Q42 I am able to experience intellectual growth in the program 3.16 0.95 5 Q43 Overall, the program requirements are reasonable and achievable 3.08 0.96 12

Table 4 shows mean satisfaction scores regarding clinical expertise (3.14 ± 0.95) and consistency of clinical teaching among nursing students. For this instructions among different clinical and lab instructors dimension mean ± SD satisfaction scores ranged from (3.14 ± 0.95). 2.84 ± 0.98 regarding clinical instructors giving verbal Table 5 presents mean satisfaction scores among and written feedback concerning students’ clinical nursing students’ regarding program design and delivery. experience to 3.17 ± 0.94 regarding clinical instructors’ The mean ± SD satisfaction scores in this dimension openness to discussions and difference in opinions. The ranged from 3.08 ± 0.96 satisfaction score regarding next two highest satisfaction scores were observed overall reasonability and achievability of the program to regarding clinical instructors’ level of knowledge and 3.26 ± 0.91 regarding the contribution of the program

126 Nursing Students' Satisfaction with the Academic Program: Across-sectional Study

courses in overall student’s personal development. perceived by the student as the acquirement of new Table 6 shows mean scores of nursing students’ intellectual and practical skills. It was further satisfaction regarding academic support & resources. demonstrated that higher satisfaction levels were closely Scores ranged from 2.86 ± 1.00 regarding facilities’ associated with students’ confidence in faculty members’ appropriateness to facilitate student’s learning to 3.11 ± knowledge of the subject matter, along with setting clear 0.96 regarding secretaries’ professionalism. goals to students and offering quality teaching with an appropriate workload [13-15]. These observations stress Table 6. Satisfaction of nursing students regarding academic support & resources the importance of balancing an intellectually stimulating teaching, including subject variety and analytical skills, Satisfaction score Q Subscale item with reasonably achievable goals that consider students’ Mean SD Rank aptitude and baseline skills. Such balance is vital to Q44 The secretaries are caring and helpful 3.09 0.97 2 maintain students’ motivation to learning while Q45 The secretaries behave professionally 3.11 0.96 1 reinforcing their self-confidence. Of note, although not significant, the relatively lower satisfaction score Support at the clinical and computer labs is Q46 2.98 0.95 3 readily available regarding reasonability and achievability of overall Computer and clinical labs are well equipped, program requirements that was observed in the present Q47 adequately staffed, and are readily accessible 2.89 0.93 4 study is probably the content volume and work load to meet during the academic year, which is directly correlated to The facilities (class rooms, clinical and Q48 2.86 1.00 5 the item. A conducted study reported higher satisfaction computer labs) facilitate my learning among nursing students in relation with clearly described Students’ satisfaction is a complex and multifactorial syllabus and content relevance to current nursing practice. concept that provides valuable data to colleges and In addition, this may also be explained by the English universities to make their curriculum more responsive to syllabus while major students have an exclusively Arabic the needs of a changing marketplace [1, 11, 12]. The instruction background (i.e. primary and secondary) [16, assessment of nursing students’ satisfaction in the current 17]. study showed moderate overall satisfaction with higher The present study also showed lowest satisfaction levels regarding the program design and delivery, where regarding support & resources dimension, specifically student were relatively more students perceived courses to concerning the suitability of the facilities, including be beneficial in enhancing their overall professional classrooms, clinical and computer labs, to students’ development and analytical skills and were satisfied with learning. By looking onto the issue, a probable the variety and relevance offered by the faculty’s program. explanation might be inadequate lab supplies and On the other hand, relatively lower levels of satisfaction equipment, lack of maintenance of simulated manikins were observed regarding academic support and resources and audiovisual materials, and inadequate number and by the faculty to the student, highlighting concerns about size of classrooms and clinical labs with regards to the the suitability of the facilities to learning as well as about growing number of students. Comparable observations of accessibility and equipment of computer and clinical labs. such dissatisfaction were reported that students were less The overall level of academic satisfaction was satisfied with equipment in the nursing lab, noting that significantly associated with students’ residency mode, as equipment was not always up-to-date, sufficient for their those living with their families displayed the highest use, and in good repair. By contrast, a study conducted for levels of satisfaction versus those living in campus. nine-years in a mid-sized Midwestern U.S. university Furthermore, a significant drop in satisfaction level was reported highest satisfaction levels among 5.223 students observed in the 3rd academic year, followed by re-increase regarding class size of major courses, which was in the 4th year. positively correlated with satisfaction with major Satisfaction about the dimension related to the program curriculum as well as with ten other factors of satisfaction design and delivery encompasses student’s critical such as course availability, quality of instruction, program appraisal of the quality of the scientific and technical variety, and overall college experience [18]. In these terms, content of the program proposed by the faculty and a study demonstrated that simple measures to enhance efficiency of the overall learning methodology. This convenience of computing facilities such as availability of dimension entailed the highest satisfaction scores in the computers with high-speed internet connection, behavior present study with minor variance across its 12 items, as of lab attendants, labs timings, and availability of the mean item scores ranged between 3.08 and 3.26. e-journals may be important determinants of student’s Students ratings reflected the perceived benefit and satisfaction Abbasi et al. [19]. Further, regular evaluation appropriateness of the curriculum with respect to the goals and maintenance of the resources, facilities and services and capacities. Several authors highlighted the of the nursing laboratory and library have an impact on relationship between the student’s overall academic sustaining overall student satisfaction [20, 21]. satisfaction and academic development, which is In-class teaching had the second highest satisfaction

Universal Journal of Educational Research 8(11D): 122-129, 2020 127

score in the present study, with faculty members’ living with their families have the advantage of receiving accessibility, availability and efforts to assist students and material and psychological support from their families to listen to their concerns as being the best rated items. In the cope with the academic requirements and stress, along same line, it was stated earlier that the social integration with being in a suitable environment for learning; whereas factor could predict the overall nursing student students living in campus are disadvantaged. Students at satisfaction level [22]. The students’ satisfaction scale the university experience high level of stress related to used in a study further demonstrated the importance of worry about successes, availability of time, and social interaction between faculty members and students, engagement in patient care [32]; and residence was which is perceived as a mark of respect for the student as demonstrated to be a good predictor for transference as a an individual [23]. These conclusions are supported in a coping behavior [33]. further study by Ojeda et al. [24], Rowbotham [25], and Intriguingly, overall academic satisfaction was Zafrir and Nissim [26], who suggested that social significantly decreased among 3rd year nursing students, interaction between faculty and students is crucial in while 2nd year ones had the highest overall academic developing a positive learning environment, which leads satisfaction scores. This decline in academic satisfaction to student satisfaction. was previously reported as students’ progress through the By comparison, the lowest item score in In-class program and academic years [7, 34]. However, explaining teaching dimension was observed regarding feedback on this may warrant further qualitative investigations. student’s work and written assignment. This may be explained in the light of high students-to-academic staff ratio and excessive assignments required from students, 4. Conclusions resulting in lack of time and mismanagement of personalized feedbacks. This finding is consistent with This study provides a detailed evaluation of nursing another study which reported that less than one-third students’ appraisal regarding in-class teaching, clinical students were satisfied with the general feedback they teaching, program design & delivery and facilities and received from teachers, with even fewer students being resources provided within BSN program by the faculty of satisfied with examination feedback [27]. nursing, and identifies areas of students’ satisfaction and Another important finding in clinical teaching dissatisfaction. The study found greater satisfaction about dimension is the relatively low score regarding program design and delivery and in-class teaching, which availability of clinical instructors per student need. This are essential components to enhance students’ satisfaction represents an important issue as the clinical learning with their education and overall curriculum. It is constitutes one of the pillars and specific features of the recommended to regularly evaluate and improve nursing nursing curriculum. In our institution, such findings may programs in order to build a safe, caring, trusting, and be due to the shortage of the staff in relation to increasing respectful learning environment for students using modern students’ number, which results in clinical instructor and efficient teaching methods and tools, thereby enabling being committed to multiple mentoring responsibilities the best learning experience and improving the faculty’s simultaneously, and in various clinical areas. A reputation. Nursing educators are encouraged to conduct a comparable point of view showed that major students in comprehensive and consistent evaluation to measure clinical training had little satisfaction with mentorship and students’ satisfaction and expectations in resources and the methods for clinical education used by trainers [28]. facilities in order to guide decision-making and improve Another aspect of such dissatisfaction may be related to the effectiveness of their educational programs. It is severe and scrutinizer attitude of some instructors that suggested that the NSSS may expand its applicability to may be aversive to students. Students should not feel Master students and evaluate programs that are not being constantly scrutinized and subject to criticism accredited by the ACEN in future studies. opportunity [6]. 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Universal Journal of Educational Research 8(11D): 130-135, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.082418

Moral Attitudes of Student Youth about Social Interaction as a Factor in Life Safety

Olena A. Leshchynska1,*, Volodymyr M. Firman2, Volodymyr M. Marych3, Yaroslav V. Ilchyshyn3, Yarema B. Velykyi4

1Department of Theoretical and Practical Psychology, Lviv Polytechnic National University, 79013, Lviv, Ukraine 2Department of Life Safety, Ivan Franko National University of Lviv, 79000, Lviv, Ukraine 3Department of Industrial Safety and Labor Protection, Lviv State University of Life Safety, 79007, Lviv, Ukraine 4Department of Fire Tactics and Emergency Rescue Operations, Lviv State University of Life Safety, 79007, Lviv, Ukraine

Received August 11, 2020; Revised September 22, 2020; Accepted November 20, 2020

Cite This Paper in the following Citation Styles (a): [1] Olena A. Leshchynska, Volodymyr M. Firman, Volodymyr M. Marych, Yaroslav V. Ilchyshyn, Yarema B. Velykyi , "Moral Attitudes of Student Youth about Social Interaction as a Factor in Life Safety," Universal Journal of Educational Research, Vol. 8, No. 11D, pp. 130 - 135, 2020. DOI: 10.13189/ujer.2020.082418. (b): Olena A. Leshchynska, Volodymyr M. Firman, Volodymyr M. Marych, Yaroslav V. Ilchyshyn, Yarema B. Velykyi (2020). Moral Attitudes of Student Youth about Social Interaction as a Factor in Life Safety. Universal Journal of Educational Research, 8(11D), 130 - 135. DOI: 10.13189/ujer.2020.082418. Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License

Abstract The present paper aims to study the Psychosemantic Analysis, Accidents, Production, Human readiness of a student for constructive social interaction in Factor relation to life safety. The sample consisted of 535 respondents from different faculties of four universities and was balanced by gender and age. It was a psychosemantic study. To collect data, the authors used the method of researching the legal identity of G. Abramenkov, 1. Introduction indicators of determining the totalitarian attitudes of T. This study was prompted by the fact that in the Adorno, moral attitudes, as well as the statement related to information space there are always a large number of consumer value positions. The obtained results are articles about disasters and accidents at work, accidents on presented by factor analysis. Assumptions about the public transport, as well as reports of poisoning of normal distribution were tested using the Bartlett’s workers with harmful substances in the process of statistical criterion from the mathematical statistical performing their routine professional duties, destruction of package SPSS 14. The obtained factor structure revealed entire buildings due to a gas explosion in the apartment, the prevalence in the student’s environment of forest fires caused by carelessness or irresponsibility, etc. consumeristic, authoritarian and destructive ideas, along In search of an answer to the question why this happens, with guidelines for constructive interaction in society, civil we got acquainted with the activities of specialists in life position on human rights, and responsibility for life safety. safety (various emergency, fire safety, rescue services, Five groups of students were united around different etc.), which allowed us to conclude that this industry is positions: ambivalent moral attitudes; archaic feudal-vassal provided with a decent list of algorithms for creating a set attitudes; healthy moral position; selfish antisocial safe living environment, as its activities are aimed at position; anxiously distrustful attitudes. This outlines the changing behaviour and culture in the process of tendency to the negative impact of the so-called human managing safety in the workplace [1], it organised factor on the activities carried out by specialists on life management practices for creating safe organisations [2], safety both in the workplace and in emergency situations. developed manuals based on understanding human error Keywords Constructive Social Interaction, [3, 4], and created a risk management system for Universal Journal of Educational Research 8(11D): 130-135, 2020 131

organisational accidents [5, 6]. behaviour in specific professional activities will be built. It is known, that the life safety is a comprehensive This is a rather narrow but important question about the system of knowledge about the quality and safety of role of moral attitudes of young people and their readiness products and services, safety of buildings, structures, for constructive social interaction was the purpose of our utilities and working conditions, fire and environmental empirical study, or rather to test this hypothesis: moral safety, etc. But the most important thing is the attitudes of young people and readiness for constructive implementation of appropriate means and measures to social interaction is one of the factors shaping safe create and maintain healthy and safe living conditions and behaviour in professional activity. human activities both in everyday life and during emergencies. Instead, we must state the fact that very often man himself becomes the main source of danger 2. Literature Review when the famous human factor comes into play, namely, Although researchers in life safety technologies often psychological unpreparedness for concerted action in the neglect the nature of relationships between people in the face of threat, arbitrariness, irresponsibility or submission, organisation, their moral principles, etc., but this probably indifference and negligence. still has consequences for life safety. For example, D.A. Over the last twenty years, scientists from different Hofmann and F.P. Morgeson [13] conducted a study on countries have studied and analysed the human factor as a the exchange of experience between leaders of factor in life safety, primarily in understanding human organisations in providing organisational safety support capabilities, and then applying this knowledge to design by committing to compliance with safety rules and equipment, tools, systems and work processes. The human preventing accidents by members of the organisation. The factor can use input from many disciplines (design, data were collected by scientists from 49 team leaders at engineering, psychology, management) and is considered the manufacturing plant. The results showed that, first, a mixture of engineering and psychology. The field of organisational support for compliance requirements is research of human factors is focused on the following four largely security-related; secondly, the exchange of areas: improving security; error reduction; increasing organisation leaders significantly affects the safety in the comfort; and increasing productivity [7-14]. organisation, encourages compliance and trouble-free A.R. Hale [15] described the functions of organisational operation. Support was also found for a structural safety culture, conflicts, management in non-bureaucratic communication model, with safety and accident organisations, safety audit and safety in the educational prevention commitments. The authors outline the organisations. The author has considered how the safety implications of these findings for security and social of life in the organisation is affected by the fact that exchange research. The results of this study are important people know what they believe, but there is no evidence for both researchers in the organisation and for security they can be wrong, and also that the problems in the researchers and practitioners. It turns out that coming years have not been solved. S.A. Gyekye [16] organisations that provide support to their employees in conducted a study of the relationship between job order to ensure the safety of their behaviour and prevent satisfaction on the safety climate, and studied the accidents, associate them with the quality of social relationship between job satisfaction and compliance with exchange, i.e. the exchange of those employees who are safety management policies and the frequency of designed to monitor safety compliance. These findings accidents. A positive relationship between job satisfaction suggest that the nature of social exchanges in and the safety climate has been identified. Employees who organisations plays an important role in understanding expressed more satisfaction with their positions were people's behaviour related to security, and the nature of positive about the security climate. Accordingly, they relationships between leaders plays an important role in were more committed to security management policies ensuring employee safety [13]. and therefore registered a lower level of accidents. Thus, Among the studies on occupational safety systems, J.K. the results were consistent with the view that employees’ Wachter and P.L. Yorio [17] are particularly noteworthy, positive perceptions of the organisational climate affect with the overall aim of developing an idea of a safety their perceptions of workplace safety. management system, testing its relationship with objective Therefore, a person’s readiness for responsible safety statistics, and exploring how these practices work constructive behaviour is formed not so much as a result to prevent accidents due to the involvement of workers. of students studying certain courses, but due to the The authors obtained results that indicate that: influence of organisational culture of the enterprise, as 1) there is a possibility of a significant negative well as information space with its cultural tradition and relationship between the availability of individual real reflection of the value of human safety. Therefore, we safety management practices, as well as a component believe that the moral attitudes of young people and their of these practices with a degree of failure; readiness for constructive social interaction are a factor of 2) there is a significant negative relationship between the life safety, the basis on which safe, responsible the level of emotional and cognitive interaction of

132 Moral Attitudes of Student Youth about Social Interaction as a Factor in Life Safety

the safety-oriented employee and the level of 3. Materials and Methods accidents; 3) safety management systems and the level of Researchers in the humanities are often interested in employment can be used individually to predict the filling the semantic basis of the message with specific level of accidents; socio-cultural content. The objects of study of social 4) safety management systems can be used to predict psychologists are often social phenomena that have a the level of workers’ employment; significant affective component, the latter are often hidden 5) employees involved in safety management act as from the eyes of the observer, not always perceived by the intermediaries between the safety management subject and therefore not included in research models as a system and safety results (such as the level of fixed quantity. Being a borderline phenomenon, accidents). convertible both in the social environment and in the psyche of the individual, the affective component requires However, the authors warn that although the the design in the field of research of the postulates of availability of safety management systems is associated psychology and semantics. The sphere of their intersection with incident reduction and may be a necessary first step is described in psychology – by personal meanings, in in accident prevention, safety effectiveness also depends semantics – by meanings. The works of V.F. Petrenko on the cognitive and emotional involvement of [18], A.G. Shmelev [19], and C.H. Osgud [20] provide a safety-oriented workers [17]. comprehensive justification that the construction of Consider another interesting study aimed at analysing subjective semantic spaces that reveal the most important the role of the human factor in industrial safety, but at the factors by which the individual performs an unconscious level of organisational culture. F.W. Guldenmund [8] categorical analysis of a social phenomenon, is such a examines three approaches to safety culture in terms of method. It allows to some extent to solve the problem of their basic concepts of culture and organisational culture. studying the deep structures of the human psyche, largely Since culture is an intangible, vague concept that responsible for regulating its behaviour in society. encompasses acquired assumptions that are shared by Experience with the use of psychosemantic methods group members and that give meaning to their perceptions, suggests that they can be used to build a variety of behaviour and actions of others, according to the scientist, systems of determination, to reach different social the main assumptions that form the essence of culture are communities, revealing emotionally rich, poorly common and unwritten beliefs, which are subtly structured ideas about themselves and other people, about manifested in the visible world. According to security various social values and, in general, about objects, the researchers, the concept of culture lacks considerable attitude to which is deeply personal. depth and subtlety, and it falls into the category of The study took place in the 2019-2020 academic year at behavioural and other visible characteristics, regardless of Lviv Polytechnic National University. The empirical the significance that these characteristics may actually study involved 535 students from different faculties, from have, and are often filled with normative overtones. F.W. first to fifth year, who live and study in different cities of Guldenmund [8] noted that by combining three Ukraine (Kyiv, Ivano-Frankivsk, Lviv, Chernivtsi), approaches, we will be able to resurrect the concept of including 272 male and 263 female students aged 17-22, safety culture and strengthen its analytical capacity in 163 of them were students of V. Stefanyk Precarpathian understanding the development and implementation of National University (71 male and 92 female); 148 students security management systems. of Lviv Polytechnic National University (116 male and 32 Therefore, we must recognise that employees contribute female); 144 students of B. Hrinchenko Kyiv National their beliefs, values and visions to the business process, University (46 male and 98 female). and ultimately to the implementation of security The specially calculated structure of the sample and its management systems, in particular, the individual volume (535 respondents from different faculties of these employee interacts with the security management system, universities, balanced by gender and age) is representative regardless of whether it is an active or passive element. and allows us to talk about the social attitudes of However, not all beliefs and attitudes of employees are university students in both western and central parts of formed in the work collective. A significant role in the Ukraine. The selection of statements to the questionnaire formation of world outlook attitudes of occupational (n = 32) was carried out in accordance with the main safety and life in general is played by the socio-cultural purpose of the study, the content of statements was information space in which people exist. The most selected so that in general the questionnaire reflects the important in this case, in our opinion, are moral attitudes, setting of public morality, and would allow to identify the ideas about human rights, or vice versa – legal nihilism level of other dominant attitudes in the mass and selfish consumer attitude to the world. It is this layer consciousness. of social ideas of modern students that has become the The choice of indicators that correspond to other social object of our study. attitudes was carried out according to the following

Universal Journal of Educational Research 8(11D): 130-135, 2020 133

methods: “Method for studying the legal identity of G. obey those who know how to live, and follow them in Abramenkova”; “Method for determining the totalitarian everything; the law must be applied differently to different guidelines of T. Adorno”, and also used the statements categories of people. It can be argued with a high degree that relate to consumer values. All statements of the of probability that a group of students united by such questionnaire on the attitudes of public morality were attitudes are not very inclined to constructive social formulated as a result of focus groups with students on the interaction and cooperation for the safety of life. problems of life safety in professional activities in the Factor 2 – moral and constructive interaction in society course of studying the course “Psychology of Work” in (contribution to the total variance is 8.9%). The the bachelor’s programme. allegations included in this factor belong to the precepts of The findings are presented using factor analysis. The public morality and describe people who believe that basis for the use of factor analysis was generally the human trafficking and enslavement are a violation of normal distribution of test measurements of the subjects. human dignity and contrary to morality; information Assumptions about the normal distribution were tested transmitted to the media must be in the service of truth using the Bartlett’s statistical criterion of sphericity from and goodness, and the authorities must protect and uphold the mathematical statistical package SPSS 14 [21, 22]. true and fair freedom of information; if the state exceeds Factor analysis identified six factors, the total variance of its powers, oppresses citizens, then they, must protect which is 57.49%. To determine the fact of statistical their rights and the rights of fellow citizens within the dependence between these factors and some limits established by law; family life is a preparation for characteristics of recipients, the method of life in society, and therefore must be an environment of two-dimensional analysis was used with the solidarity and responsibility. The responders love, respect implementation of the x2 test, the creation of conjugation and honour their parents and are responsible to and for tables and clarification of statistical criteria for them. The them. And also, these people stand on the fact that at the results of the analysis showed that the factors correlate slightest suspicion in a crime, the person should not be with these characteristics. Thus, the great significance of considered responsible, guilty and should be treated the criterion x2 (p < 0.01, in some cases p < 0.1) is accordingly. It can also be argued that the group of people determined by the fields of contingency tables. united by the allegations included in this factor has a healthy civil position on human rights and is ready for constructive interaction in society on issues of life safety. 4. Results and Discussion Factor 3 – ambivalence of moral consciousness (contribution to the total variance is 7.2%). The statements Factor 1 – legal nihilism and consumerism included in the third factor describe students who share (contribution to the total variance is 18.7%). This factor consumer attitudes in society, namely that those who includes statements that are indicators of different humbly adhere to moral norms are doomed to a poor attitudes, sometimes even diametrically opposed. They standard of living, that various moralising discussions are characterise a group of students who have not yet formed a relic of the past. They note that it is usually easier for a stable position in social interaction. On the one hand, them to wait until the problem is resolved by itself. they believe that true happiness is freedom from wealth However, they are quite demanding of others, as they and lust for it, and benevolence and true obedience are the consider the deliberate detention of a loan, fraud in trade, path to it. On the other hand, they support the assertion inappropriately low wages, speculation, corruption and that modesty is a path to oblivion and, in the end, agree waste to be a theft. that it is more important for a person to earn well than to Factor 4 – archaic feudal-vassal attitudes (contribution work in the specialty. They do not consider the deliberate to the total variance is 6.7%). This factor surprisingly detention of borrowed, found, fraud in trade, combines allegations of moral precepts, totalitarian inappropriately low wages, speculation, corruption, waste precepts, and a counter-legal position. Students who agree – as a theft. At the same time, they share the following on this factor believe that true happiness is freedom from authoritarian guidelines: we do not need laws, but honest wealth and greed for it. Friendliness and true obedience leaders who can be trusted; decent people should ignore are also considered as the path to happiness. At the same those who have bad habits and manners; if someone has time, they believe that respect, authority and obedience problems or worries, it is better not to think about it, but are the most important traits that children should learn. to do more pleasant things. And this group shares the view that everyone should have After all, they favour the most destructive components rights corresponding to what they were born in, in what of legal consciousness: each person must take care of his family, in what social group. Thus, among all moral own life, protect and defend his security and freedom precepts, obedience is chosen, children must be taught from other people by any means; no one is obliged to take obedience, and human rights are determined by its origin. care of those people who do not know how to take care of It is not surprising, therefore, that safety provisions are themselves; those who do not have the ability, or must often followed at the behest of management rather than

134 Moral Attitudes of Student Youth about Social Interaction as a Factor in Life Safety

based on personal awareness of the need for such safety public safety and constructive interaction in the modern measures. students. On the contrary, the viewers are convinced that Factor 5 – healthy moral position (contribution to the aggressive social self-assertion, disregard for the weaker total variance is 5.9%). The statements included in the and indifference are necessary for safety and survival. But fifth factor describe students who recognise the need for the second group of students was united by the attitude the integrity of society and the interdependence of people, towards constructive interaction in society, a healthy civil moral education and moral development. They believe position on human rights, responsibility and safety of life. that the erroneous conception of human freedom gives rise The third group of students combined ambivalent moral to a total absence of authority; the real freedom is based attitudes, since we are talking about people who are on moral education; from envy is born hatred, slander, joy condescending to their shortcomings, but are very strict in over the misfortune of others and dissatisfaction with assessing the shortcomings of the environment. The fourth happiness; all those who have power and use it for good group of students were united by attitudes that can be must be respected and honoured. called feudal-archaic, since they choose obedience to the Factor 6 – selfish antisocial position (contribution to the leadership as the main strategy of behaviour, they believe total variance is 5.7%). The statements included in this that, above all, children should be taught obedience, and factor describe people who do not recognise the following the rights of others should be determined by their origin moral imperatives: everyone should feel respect and and social status. The fifth group of students was united by honour to those who have power directed to people and a healthy moral position, recognition of the need for the society for good; respect for national traditions and ideals integrity of society and the interdependence of people, strengthens a person, gives him confidence in his path; the moral education and moral development. The sixth group truest testimony is the testimony of one's own life; every of students was united by a selfish antisocial attitude, human life, from the its conception until its death, is which was manifested through the denial of such moral sacred: no one, under any circumstances, can appropriate imperatives as respect for national traditions, inviolability the right to it (neither harm nor kill); as a citizen of the of human life, rights and responsibilities to cooperate with state, a person has the right and duty to cooperate with the the authorities for the good of society, people’s desire for authorities for the good of society in the spirit of truth, justice and freedom. The seventh group of students was justice and freedom; to love the homeland. These people united by anxiously distrustful statements, such as to find a do not feel respect for human life, culture, citizenship or person guilty at the slightest suspicion, insisting that power, they reject the public morality. modern youth needs strict discipline, but they believe that Factor 7 – anxious and suspicious attitudes not only businessmen and manufacturers are important to (contribution to the total variance is 4.3%). The statements society, but also artists and professors. included in this factor describe students who believe that In the presence of such mental attitudes in most strict discipline is of utmost importance for modern youth, personnel, their reactions to the actions of life safety and also that at the slightest suspicion of a crime, a person specialists aimed at introducing labour safety technologies should be considered responsible, guilty and treated are reduced to formal observation. It is not surprising, accordingly. They strongly disagree that if someone has therefore, that life safety regulations are often followed at problems or worries, then it is better for not to think about the behest of management rather than based on personal it, but to do more pleasant things. But they do not support awareness of the need for such safety measures. Beginning the opinion that a businessman and manufacturer is much in the spring of 2020, in Ukraine, in the context of the more important to society than an artist and professor. Covid-19 epidemic, we can observe how selfish consumerism, legal nihilism and authoritarianism are being implemented in practice. People ignore the rules of social 5. Conclusions distance and the face-mask requirements, despise and humiliate those who dare to insist on social security The factor structure obtained during the study reflects conditions, but quickly cover their faces in case of police the dominance of contradictory attitudes of young people control. about their readiness for constructive social interaction for the sake of life safety. It can be said that in the minds of students, most have consumeristic, authoritarian and destructive ideas, because the very statement that is an indicator of the principles of legal nihilism and REFERENCES consumerism were among the first factors. This is not surprising, because the information space is dominated by [1] D.M. DeJoy. 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Universal Journal of Educational Research 8(11D): 136-145, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.082419

Practice in the System of Training the Future Educator: Opportunities and Advantages

Olena S. Khmelnytska1,*, Yuliia M. Bahno1, Olena M. Serhiychuk1, Larysa V. Tkachenko1, Svitlana M. Tanana2

1Department of General Pedagogy and Pedagogy of Higher School, Pereiaslav-Khmelnytskyi Hrihoriy Skovoroda State Pedagogical University, 08401, Pereiaslav, Ukraine 2Department of Professional Education, Pereiaslav-Khmelnytskyi Hrihoriy Skovoroda State Pedagogical University, 08401, Pereiaslav, Ukraine

Received August 10, 2020; Revised September 24, 2020; Accepted November 20, 2020

Cite This Paper in the following Citation Styles (a): [1] Olena S. Khmelnytska, Yuliia M. Bahno, Olena M. Serhiychuk, Larysa V. Tkachenko, Svitlana M. Tanana , "Practice in the System of Training the Future Educator: Opportunities and Advantages," Universal Journal of Educational Research, Vol. 8, No. 11D, pp. 136 - 145, 2020. DOI: 10.13189/ujer.2020.082419. (b): Olena S. Khmelnytska, Yuliia M. Bahno, Olena M. Serhiychuk, Larysa V. Tkachenko, Svitlana M. Tanana (2020). Practice in the System of Training the Future Educator: Opportunities and Advantages. Universal Journal of Educational Research, 8(11D), 136 - 145. DOI: 10.13189/ujer.2020.082419. Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License

Abstract The article theoretically and innovative research and its effectiveness. Selected methods of our substantiates the need to strengthen the practical research (questioning, survey, observation, testing, component in the process of professional training of the experiment, analysis, and generalization of the work results, future teachers of Pereiaslav-Khmelnytskyi Hryhoriy etc.) contributed to realization of the purpose and Skovoroda State Pedagogical University; the features of objectives of the study. pedagogical practice organization are covered; the Keywords Trainee Student, Classroom Leader, attention is paid to the importance and consistency of Subject Teacher, Professional Self-determination pedagogical practices; the advantages and disadvantages in organization and carrying out of the educational practice in secondary educational institutions are identified; the role of methodical and practical training support by the executives 1. Introduction of pedagogical practice is revealed. The purpose of the article is to investigate and test the effectiveness of the The modern stage of modernization in higher future teachers’ competent professional practical training pedagogical education is aimed at forming the general and in the course of educational-productive practice in professional competences of the future teacher, ensuring secondary schools, to substantiate the possibilities of his continuous growth and providing a search for the new organizing pedagogical practice through building an forms and methods of his professional and pedagogical individual trajectory for the development of a future training. A compulsory component of the educational teacher. Used for research methods theoretical: analysis, process in Pereiaslav-Khmelnytskyi Hryhoriy Skovoroda generalization, comparison; empirical: observation, State Pedagogical University is the passing of pedagogical studying of the products of students’ activity, practice, which aims to form the methodical competence questionnaires, conversations, interviews, discussion, of the future teacher, deepen the theoretical knowledge, testing, pedagogical prognostication, pedagogical improve the professionally significant personality traits, experiment for revealing the results of experimental work; determine the degree of professional ability and creatively methods of mathematical statistics. The substantiated responsible attitude of the future teachers, improve the components of organization, carrying out and results of the professional skills of pedagogical education applicants future teachers’ practice point to the thoroughness of the [1]. Universal Journal of Educational Research 8(11D): 136-145, 2020 137

The practical training of the students of The students of Pereiaslav-Khmelnytskyi Hryhoriy Pereiaslav-Khmelnytskyi Hryhoriy Skovoroda State Skovoroda State Pedagogical University work according Pedagogical University is carried out under the legal and to the programs of pedagogical practices, namely: they regulatory provision, in particular, “On the Practice of study the features of methodical, organizational and Students of the Pereiaslav-Khmelnytskyi Hryhoriy educational activity of the experienced teachers, in Skovoroda State Pedagogical University Approved by the particular, attend lessons, educational events, outline plans Decision of the Academic Council” [2]; The Law of for lessons and educational activities, conduct trial and Ukraine No 2145-VIII “On Education” [3]; The Law of test lessons, developed educational activities, participate Ukraine No 1556-VII “On Higher Education” [4]; in the discussion over the results, carry out the Regulation “On the Practice of Students of Higher psychological and pedagogical study of schoolchildren Educational Institutions of Ukraine” [5], approved by the and class collective and characterize them, prepare reports Decree of the Ministry of Education of Ukraine; “On and make the results on the teaching practice public. The Approval of the State Program for the Development of basic principles of pedagogical educational-productive Higher Education for 2005-2007” [6]; MES Order “On practice in Pereiaslav-Khmelnytskyi Hryhoriy Skovoroda Implementation in Higher Educational Institutions of State Pedagogical University are the principles of student Ukraine of the European Credit Transfer System” [7]; centricity, humanism, systematicity and consistency, Letters of the Ministry of Education and Science “On activity, mobility of students and teachers, Practical Training of Students” [8]; “On Methodological individualization and differentiation of the educational Recommendations for the Introduction of the European process aimed at implementation and construction of an Credit Transfer System and its Key Documents in Higher individual educational trajectory of the development and Education Institutions” [9]; “On Approval of the Concept improvement of students’ professional knowledge and of Development of Pedagogical Education” [10], etc. skills, personal growth of the future teachers and their Teaching practice in pedagogical institutions of higher self-realization. education is an organic part of the educational process. It Theoretical foundations of pedagogical practice provides a combination of psychological and theoretical organization are grounded in the educational and readiness of future teachers for future practical activities. methodic manuals of the domestic scientists S.D. It is during the practice that the future teacher can Alekseienko et al. [11], V.H. Arefiev and V.I. Kurysh [12], determine how correctly he has chosen for himself the T.A. Denyschych and H.S. Kosareva [13], O.M. field of activity and find out the degree of concordance Serhiychuk et al. [14], V.A. Tovt et al. [15], and others. between the personal qualities and profession of a teacher. Among foreign scholars, A. Virtanen and P. Tynjälä [16] The pedagogical practice contributes to the formation and have made a thorough study of the factors that influence development of pedagogical erudition, pedagogical goal the formation of professional skills; M. Karlberg and Ch. setting, pedagogical thinking, intuition, ability to Bezzina [17] study the professional development of improvise, pedagogical optimism and pedagogical Swedish teachers; F. King et al. [18], have researched reflection. The main tasks facing the trainee students are the next: realization of the general and professional their own practical activities (SoTL); M. Dunn and M. competences, theoretical knowledge, and application of Rice [19] described the future teacher’s level of training practical skills acquired during the study of theoretical through the independent online work and more. courses “Pedagogy”, “Fundamentals of pedagogical skill”, The aim of the study is to investigate and test the “Methods of educational work”, “Practical pedagogy”, effectiveness of the future teachers’ competent “History of Pedagogy” directly in the educational and professional practical training in the course of disciplinary process of secondary educational institutions. educational-productive practice in secondary schools. To The content of the practices and the consistency of their substantiate the possibilities of organizing pedagogical conduction are determined through a cross-cutting practice through building of an individual trajectory for program. It is the basic educational and methodic the development of a future teacher. document that regulates the purpose, content, the chain of practices and summarizing of their results. It also contains recommendations on the types and forms of control over 2. Materials and Methods the level of knowledge, skills, and abilities that students should acquire passing each type of practice at each Research methods were theoretical: analysis, educational level. Based on a cross-cutting program for generalization, comparison; empirical: observation, practice, teachers of the university departments develop studying of the products of students’ activity, the work programs that correspond to types of practices: questionnaires, conversations, interviews, discussion, educational (in particular didactic, continuous, testing, pedagogical prognostication, pedagogical acquaintance, etc.) and productive ones experiment for revealing the results of experimental work; (educational-productive, undergraduate, etc.). methods of mathematical statistics.

138 Practice in the System of Training the Future Educator: Opportunities and Advantages

To analyze the link between the educational process of independent practical activity of the future teachers: higher educational institutions and pedagogical practice in 1) realization of tasks on the methods of teaching general secondary educational institutions; to reveal the according to the direction of the specialty: peculiarities of pedagogical practice and its influence on conducting lessons, its analyses and processing of the formation of general and professional competences, mistakes; ways of improving its implementation by following the 2) consolidation and deepening of the students’ requirements of regulatory documents of Ukraine and the knowledge in the theory of education, ensuring of world community, particularly the Order of the Ministry the connection between theoretical knowledge in the of Education of Ukraine No 776 “On Approval of the methods of educational work and the real Concept of Development of Pedagogical Education”, [10] educational process at school, performance of duties and The European Qualifications Framework for Lifelong of the classroom leader in the assigned class: Learning [20]. Which are aimed at applying knowledge carrying out of the educational activities, classroom and skills to solve the new non-standard situations; to parental meetings, discussions with schoolchildren possess the communication skills; have the skills to and their parents, its analyses (by taking into account continue education; to use theoretical and practical the choice of educational methods, age and knowledge for the development of original ideas; to individual characteristics of the learners, their level investigate the problems by integrating knowledge from of development, etc.); new areas and finding solutions in the context of 3) formation of professional competences of the future incomplete and limited information; to demonstrate classroom teachers, application in practice of the leadership and innovation at work; to demonstrate the theoretical knowledge in professional subjects, ability to interact quickly in difficult situations; to bear the pedagogy, psychology, methods of educational work social, scientific and ethical responsibility that arises at and methods of teaching the specialized subjects; work. formation of general and professional competencies, To accomplish this task, the authors distinguished including the ability to design, organize and analyze educational-productive practice, because this type of the personal teaching activity; to plan educational, practice, at the educational level of the bachelor, is methodical and educational work under the provided in the final, 4-th course, after all the students curriculum and plan of educational work of the have already a certain base of theoretical and practical educational institution; design and carry out the knowledge. This type of practice differs in duration (6-8 different types of lessons that are most effective in weeks), the content of educational work and it is carried learning relevant topics and sections of the program, out on the bases of secondary educational institutions, adapting them to the existing levels of learners’ according to the signed bilateral agreements between the preparation; ability to analyze the educational, higher educational institutions and institutions of general educational-methodic literature and possibilities to secondary education. It is provided for curricula in the use it for preparing presentation of the program specialties 014 Secondary education. (History), 014 material, ensuring the cross-curricular relations; Secondary education. (Biology and Human Health), 014 ability to organize the educational, research, and Secondary education. (Geography), 014 Secondary cultural-leisure activities of the secondary school education. (Ukrainian Language and Literature), 014 learners, to manage, and evaluate its results; ability Secondary education. (Language and Literature. (English), to apply the modern techniques and technologies for 014 Secondary Education. (Mathematics), 014 Secondary ensuring the quality of the educational process; education. (Music Arts) [2]. According to the “On the Practice of Students of the ability to develop in schoolchildren the interest in Pereiaslav-Khmelnytskyi Hryhoriy Skovoroda State learning, extracurricular activities, conscious choice Pedagogical University Approved by the Decision of the of future profession; ability to build partnerships Academic Council”, educational-productive practice is with pupils’ self-government bodies; ability to conducted according to the schedule of the educational organize different types of collective and individual process in the eighth semester, namely in February-March activity of secondary school learners; ability to (2019) [2]. The purpose of the educational-productive develop training materials for different in form practice is to consolidate and deepen the theoretical educational activities; ability to use methods of knowledge gained by students in the process of studying scientific and pedagogical researches for studying a theoretical disciplines of the general, professional cycles class collective, to keep a diary of pedagogical and cycles of disciplines of the variable component; observations; ability to carry out vocational guidance improvement of practical skills of pedagogical activity in work with schoolchildren; ability to analyze critically, the field of specialty; a collection of factual material for evaluate the results of a personal professional the completion of coursework and diploma works [6]. activity and adjust the own activities [21]. The peculiarity of educational-productive practice is an In the design and implementation of the

Universal Journal of Educational Research 8(11D): 136-145, 2020 139

educational-productive practice in secondary educational communicative, and creative. The motivational-target institutions, the principle of student centricity is the component involves the formation of professional decisive one, because from the personality of a student, motivation for pedagogical activity, where the main the future teacher, the level of his theoretical training, the purpose is the formation of professional competencies of developed skills for professional activity, motivation for the future subject teachers. The value-oriented component professional activity, creativity depend on the content of is aimed at forming the professional competences of his practical pedagogical activity, and the choice of future teachers in the process of studying the methods, forms of work with learners, application of the pedagogically oriented disciplines. The practical modern educational technologies. The implementation of component of the future teachers’ professional training for the above-mentioned initial provisions and features of the pedagogical activities provides the formation of the future educational environment of secondary educational teachers’ skills in applying the acquired knowledge into institutions will contribute to the personal development of practice and reflects the ability to combine the theoretical the future teacher and formation of his/her readiness for and practical knowledge that contributes to such a process. professional activity based on the individual trajectory. The communicative component is responsible for the development of future teacher’s communicative skills and it provides the most effective communication activity of 3. Results and Discussion the future bachelor. The creative component contributes to the development of the creative abilities of future To identify the state of the future teachers’ practical bachelors by solving the assigned tasks and non-standard training organization, we surveyed the fourth-year professional situations. students of Pereiaslav-Khmelnytskyi Hryhoriy Skovoroda Besides, we found out the students’ opinion about the State Pedagogical University in the specialties 014 role and place of pedagogical (educational-productive) Secondary education. (History), 014 Secondary education. practice in preparation for the future teachers’ profession, (Biology and Human Health), 014 Secondary education. the formation of skills with the application of theoretical (Geography), 014 Secondary education. (Ukrainian knowledge in practice, the development of students’ Language and Literature), 014 Secondary education. creative personality and professional abilities of the (Language and Literature. (English), 014 Secondary students, formation of their research skills, the level of education. (Mathematics), 014 Secondary education. cooperation between the heads and methodists of the (Musical Arts), during and after passing of the educational higher educational institution and the secondary teaching practice which was carried out in secondary educational institution, as well as the problems that educational institutions in Pereiaslav, Kyiv region occurred during the teaching practice. The success of (January-March 2020). trainee students’ pedagogical practice in the institutions of On the eve of our study, a survey was conducted among secondary education, as our research showed, largely students. The survey showed that only some students are depends on the understanding by the pedagogical staff of confident in their effective educational activity, the its role in the preparation of the future teacher, the available amount of theoretical knowledge, practical skills business mood of the pedagogical team, a friendly and personal qualities (10% of respondents – 8 persons), atmosphere for students and a clear organization of the most of them treat with caution the educational work joint activities of subject teachers and trainee students. Of based on the practice, have doubts about personal course, if the pedagogical staff of the school is aware of capabilities and qualities but they are confident in a the responsibility for the task connected with the future sufficient amount of knowledge in pedagogy, psychology, teachers’ preparation, the pedagogical practice will be teaching methods of professional disciplines and successful. educational work with schoolchildren and wants to try out In particular, the question in the questionnaire “Why themselves in terms of practice and increase their did you choose the profession of a teacher?” and the pedagogical skills as a teacher and a classroom leader discussion that has been carried out on this issue (85% of the respondents – 68 persons). 5% of the students facilitated the detection of the future educators’ covered by the questionnaire (4 persons) have some professional orientation. The results of the work are doubts about their professional competences, theoretical shown in Table 1. Positive attitude to the chosen knowledge, possibilities of their professional use, personal profession, respect for the profession of a teacher, desire qualities of a teacher and on the whole chosen to be a teacher were expressed by 35% of respondents (28 pedagogical profession. students), 12 (15%) of the students are confident that they Experimenting involved taking into account the will be able to realize themselves in this profession; the position that the main components of the future teachers’ other 30% have a desire to “work with children” (16 preparation for professional activity are: students), “satisfies the mode of teacher’s work” (8 motivational-target, value-oriented, practical, students); in general, 20% of students had only a desire to

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get higher education (no matter what) (Table 1). Table 2. Results of the survey “What qualities are important for a teacher?” Number of students Number Table 1. Results of the survey “Why did you choose the teaching Qualities of Teachers profession?” who have identified of Separated by Trainee Students a particular quality students Total as Important What attracts you to the Number of as an important (in %) number of profession of a teacher? students (in %) students Love and respect for children 76 95% Do your qualities and skills Deep knowledge of the subject 68 85% meet the requirements of the 28 35% Friendly and attentive attitude chosen profession? (positive towards trainee students, 68 85% attitude to the profession) willingness to assist Teaching subjects allows 12 15% showing the abilities Enthusiasm for their work 60 75% Like to work with children 16 20% High overall culture 56 70% The desire to get a college Creative approach to work 40 50% 16 20% degree Pedagogical tact 32 40% Satisfies the mode of teacher’s 8 10% work The students note different aspects of the teachers’ In total 80 100% activity, which awakened and intensified their love for children and pedagogical work in general. Most trainee The value-oriented component reflects the formation of students have the following qualities of a subject teacher: the professional competencies of the trainee student, deep knowledge of the subject (85%), positive attitude his/her personal qualities as a future teacher. We have towards trainee students (85%), and pupils (95%), explored this component in the process of testing, enthusiasm for their work (75%). Of course, the personal interviewing, survey and conversations with trainee qualities of teachers distinguished by students are made on students. In one of the questionnaires, we asked some the basis of the moral and psychological qualities of common questions, such as: “Did the teacher provide you teachers with whom the students worked directly during with practical help during the educational work with the pedagogical practice, and they reflect the subjective learners?”, “Did the subject teacher provide you with perception of the students. At the same time, the image of methodical advice for conducting the lesson?”, “What the best teachers (experienced, with extensive experience, qualities do you consider to be key ones in the activity of high-ranking) has become a pedagogical ideal for many a teacher?”, “What are the negative features of the students, a worthy example to follow. However, some professional and personal orientation of a teacher which trainee students have also had to deal with teachers who can be harmful to the educational process?”, etc. inhibit future teachers’ interests in educational work while Most of the students, almost 85% of the total number of they pass the educational-productive practice. The students respondents (68 students), indicated in their answers to the include to such qualities the following (Table 3). available worthy assistance of a subject teacher who is well Table 3. Results of the survey “What qualities of a teacher reduce the aware of the individual characteristics of the learners in his professional orientation of practical students?” class. In this case, the teacher’s activity for students is an Teacher’s qualities that Number of students Number of additional source of pedagogical knowledge. The reduce the professional who identified a students educational power of a personal example of a teacher for orientation of trainee certain quality as (in %) students is manifested primarily in the fact that they students non-professional Lack of in-depth knowledge analyze the pedagogical activity of the teacher and 72 90% of the subject being taught deliberately try to imitate the positive experience. Ignoring the lessons, Without having enough practical experience in extra-curricular activities 48 60% educational work with children, students carefully observe conducted by the trainee how the teacher keeps himself in the classroom, how he student Excitement during a lesson communicates with children, uses different techniques and 64 80% or educational hour methods of educational and educative influences, taking Distrust towards students into account the individual characteristics of pupils, their (the prohibition to rate the 32 40% personal trajectory. The moral-psychological and personal pupils, put marks into a qualities of the subject teachers positively influence the journal, diary, etc.) Scorn attitude towards formation of professional interest of the trainee students 52 65% students and cause them a sincere feeling of satisfaction with the Interrupting of the student pedagogical practice, or vice versa, the lack of desire to be during the lesson 68 85% a teacher in the future profession (Table 2). (educational hour) with different remarks

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The indifference and negative personality traits of the creation of a safe educational environment for all subject teachers which we have identified in the indicators participants of the educational process based on the adversely affect the organization and conduction of the pedagogy of cooperation. Among the methods, we used to pedagogical practice. It is important to note that the higher study the communicative components: observation, mastery of the teacher, the higher his/her satisfaction with conversation, discussion, and pedagogical design. To the work and, accordingly, a desire to help the trainee ensure the communication skills of the trainee student, students to overcome difficulties during their entry into the some educational activities were carried out with pupils pedagogical profession and practical activity. Thus, the and their parents. The student was encouraged to apply the study proves that among the qualities that characterize the forms of work in small groups at the lessons, project professional mastery of the teacher, students have activities, situation modeling, dramatic education, and identified the following: knowledge of the subject and more. In such circumstances, the trainee student has psychological and pedagogical foundations of teaching; established an interaction in school children’s body, providing of the individualized approach to the learners motivated the learners for the activity, mutual assistance, and interdisciplinary connections; working with a class ability to resolve conflicts and build the productive asset; knowledge of psychological and pedagogical bases relationships. The activities of each future teacher should of education; the ability to involve in the educational take into account the communicative component (to find process pupils-parents-teachers. common ground with pupils, to foster relationships with The practical component of the future teachers’ classmates, students with teachers and pupils’ parents). professional training is fully reflected in trainee students’ The creative component of the future teacher’s synopses of lessons in the relevant subjects, educational professional training is ensured by his creative, innovative activities, the ability to reflect the existing theoretical educational activities, the search for new ways of realizing knowledge in their practical activity of the subject teacher the didactic and educational tasks during the practice, and and class supervisor, their introspections and reports; the ability to think critically. during the observation of the trainee students’ activities; in In close collaboration with the methodist from the conversations with pedagogical staff of general secondary higher educational institution and the head of practice educational institutions and pupils. The practical from the institution of general secondary education, the component enables methodists in pedagogy to follow the future educator has the opportunity to apply innovative, existing knowledge of students in pedagogy, age new pedagogical technologies and introduce them into the psychology, anatomy and hygiene of the different classes educational process, to carry out experimental work in schoolchildren; identify gaps in the theoretical base of order to reflect it in his scientific-research diploma work. practitioners’ knowledge and correct them through the It should be noted that trainee students objectively practical training; to teach students to build educational evaluate their abilities during their pedagogical practice. process following the modern legal framework, to apply This is evidenced by their reports after the practice. The the latest approaches in education, methods, forms and student questionnaire contains several questions, technologies of educational process organization, etc. including: “What steps it is necessary to take in order to It is important for today to take into account by the improve the organization and passing of the pedagogical trainee students of child-centrism in the educational practice?”, “What kind of knowledge do you lack to pass process; impartial and fair treatment of every learner, the practice?”, “Did you have difficulty in communication overcoming any discrimination; ability to mark the efforts with schoolchildren?”, “What difficulties did you have and successes of all schoolchildren and to build while working with pupils in the classroom?”, “Did you educational activities based on a personality-oriented experience difficulties during the lesson or educational model of education, humanistic and competence hours?”, etc. approaches. When planning pedagogical practice, it is Under conditions of our research and the components of necessary to take into account the pedagogical experience the future teachers’ professional training during passing of and personal professional and moral qualities of the the educational-productive practice, we have identified the pedagogical workers, as heads of practice from the base of following criteria for analyzing, generalizing and passing. Along with the qualities we have described above, evaluating the educational activity of the future teacher in the leaders of the practice bases, the subject teachers the general secondary educational institutions: should possess the innovative pedagogical technologies, motivational-prognostic; cognitive-knowledge; introduce them into the educational process in classes result-evaluative; emotional-reflexive. The where they teach; to be acquainted with the modern motivational-prognostic criterion involves the study of the tendencies of education development in the state, presence of interest in the pedagogical activity, awareness peculiarities of education and upbringing under the of the meaning of teacher’s profession and opportunities requirements of the New Ukrainian School. to realize themselves in the productive organization of The communicative component of the future teachers’ educational, research, independent and extracurricular professional training involves, first and foremost, the activities of schoolchildren for their harmonious and

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comprehensive development. In our research, this course of the experiment, there were analyzed the results of criterion is represented by following indicators, such as the experimental work and it was found that the definition of the goals for learning activities, pedagogical conditions introduced into the practical responsibility for the learning outcomes; student’s training of the trainee students raised the level of their awareness of the importance of his intellectual professional competences in professional activity by all development, presence of a steady interest in the criteria. professional activity; awareness of the importance of the Based on the existing criteria, the quality levels of the level of professional activity, and aspiration for the student’s pedagogical activity at the beginning and at the professional development. end of the educational-productive practice were At the heart of the cognitive-knowledge criterion is the determined. Adaptive (low) – when a student solves level of the future teacher’s mastering by the acquired pedagogical problems and situations through trial and special, professional knowledge, skills, and personal mistakes. He cannot use in practical activities the acquired qualities. The indicators of cognitive-knowledge criterion in higher educational institution knowledge, and does not include students’ knowledge of pedagogy, psychology, use methodic literature; it is difficult for him to work with methods of educational work and teaching methods for the subject teacher. Ill-considered working methods in the specialty; disclosure of the level of awareness in the classroom, determined spontaneously purpose of the lesson, professional field, the level of cognitive activity; formation without taking into account the level of children’s of trainee student’s qualities of thinking (speed, preparedness in the classroom, spontaneously selected independence, flexibility); possession by operations of methods and techniques often lead to the methodic errors; thinking; display of creativity in the professional activity. with considerable difficulty and errors, he develops The emotional-reflexive criterion characterizes the synopses of lessons and educational hours. The activities of emotional stability and ability of a teacher to reflect as a such students are unsuccessful, they are not able to assess professional; the ability to carry out self-analysis of the adequately their capabilities, they are passive, and do not own activity, to be aware of the effect of educational believe in themselves. influence. Indicators of the emotional-reflexive component An adequate (intermediate) level includes the practical reveal the essence and social significance of the future activity of a student which becomes searchable; he widely pedagogical profession, manifestation of a lasting interest uses ready-made synopses of lessons and developments of in it, the ability to show emotional stability when working educational hours; can achieve good results by working on with children, parents, and teaching staff. a model, copying the methods and techniques of the other The result-evaluative criterion indicates the ability to educators; when solving non-standard situations he can regulate, monitor and evaluate student’s activity; find an effective solution, mainly using the analogy method; availability of self-appraisal and self-knowledge skills and originality of classes and educational activities are usually abilities; propensity for self-actualization and absent; the work is mostly based on the outdated self-improvement. The indicators of the result-evaluative stereotypes with minor changes. criterion provide for the verification of the readiness of The creative (high) level is characterized by a close future teachers to active application of the acquired connection of theoretical knowledge with great creative competences in real conditions of the professional activity potential; trainee student can develop independently a new based on their ability to solve effectively the real idea, methodically effective in the results of classes and professional tasks; ability to find the main thing from the other activities; easily and correctly finds the right acquired experience, self-development and self-control solutions to non-standard pedagogical situations; possesses skills; independent detection of errors; the ability to a distinct style of the pedagogical activity, constantly evaluate the results of one’s activity in its context; personal strives for a creative search, and professionalism. Upon responsibility for the results of their work. completion of the educational-productive practice, the The substantiated criteria included the presence in future teachers pass the diagnosis in the higher educational trainee students of a set of motives that motivate them to institution, which determines the real level of their self-education, need for continuous self-development, professional qualities and skills development. self-improvement; awareness of personal and social The theoretical competence includes a system of importance in the professional activity; ability to plan and knowledge in pedagogy and psychology about the carry out professional activities; ability to work in student development of a certain age category of schoolchildren, and pedagogical teams; ability to make and provide the age peculiarities of the mental processes in adolescent internally subject and cross-domain links; ability to find children; complex of theoretical knowledge about independently the optimal ways for accomplishing the regularities, principles, methods, techniques, means, forms tasks set before the trainee student; ability to adjust the of modern education, innovative pedagogical technologies, results of one’s professional activity by exercising possibilities of their implementation in the institution of self-control, self-examination, and self-appraisal. In the general secondary education; complex theoretical

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knowledge about the purpose of education in modern knowledge – 25% (20 students). That is why students with conditions, knowledge about ways for overcoming a low level of quality in pedagogical activity, and, in different types of conflicts, methods of preventing their particular, formation of the general and professional occurrence; understanding of the essence of methods, competencies, received the additional teaching and techniques, directions, and forms of organization the methodic support from teachers-methodists, which educational work with a younger generation. consisted in counseling, collaboration, coordination and Practical and methodical competence involves correction of the synopses of lessons and educational becoming in a future teacher of the design, gnostic, activities. Thus, the methodists implemented a procedural, organizational, constructive, and compensatory function in the process of practice: deepened communicative skills. Design skills: can carry out the theoretical knowledge in professional subjects, improved perspective and weekly planning of the own work and skills in the choice of teaching methods, their application, activity of schoolchildren; shows autonomy and initiative established cooperation with the pedagogical staff of the in planning of the educational and extracurricular classes educational institution and class teams, which affected, in according to the specialty. Constructive skills: can define particular, on the improvement of personal qualities and and substantiate the purpose, content, methods, and raising of their teaching skills. techniques of training; can draw a detailed synopsis of the To summarize the results on students’ passing of the lesson, with showing independence and initiative; can educational-productive practice, the Department of determine the content of educational hours in the specialty General Pedagogy and Pedagogy of the Higher School of in accordance with the level of psychophysiological Pereiaslav-Khmelnytskyi Hryhoriy Skovoroda State development of learners, can select the appropriate Pedagogical University organized a special seminar on material and model the form of educational activity. “Modern Challenges in Future Teacher’s Preparation” Gnostic skills: the trainee student analyzes from different (10.03.2020). Its purpose was to discuss the problems of aspects the attended lessons conducted by the teacher; can the quality of pedagogical activity of the student in the analyze educational hours in the specialty carried out by process of pedagogical educational-productive practice and other students; can analyze the own activities (the his psychological and pedagogical readiness for the effectiveness of the lesson, educational hours, knows how practical professional activity. Students of various to make the necessary adjustments in its conduction). specialties, methodists, group supervisors, subject-teachers Procedural skills: the trainee student has a deep knowledge from the practice bases were invited to participate in the of the lesson material, doesn’t make mistakes; can use seminar (classroom leaders, for whom the trainee students different methods for activating the cognitive activity of were assigned). Each participant of the seminar had the schoolchildren at the lessons of a professional subject and opportunity to offer their own suggestions on how to educational hours; can evaluate the level of knowledge, improve the process of future teachers’ preparation for the skills, and competences of learners under the current educational-productive practice, as a significant step in standards. Organizational skills: the trainee student their professional activity. According to the results of the conducted the required number of lessons and educational seminar, was made a decision on the improvement of hours; timely submitted the properly prepared report on pedagogical skills formation of the future teacher; educational-productive practice; actively participated in enhancement of the students’ training on the problems of the discussion on the results of educational-productive studying relationships in the learners’ team and individual practice at the final conference or seminar. Communication characteristics of schoolchildren; improvement of students’ skills: non-conflict communication during the practice; has ability to build lessons in accordance with psychological, impeccable literary broadcasting (in lessons and after pedagogical and valeological features; motivation of the school hours); can react correctly to the comments that creative ideas for submission of educational material, and it arise in the process of practical activity. was also recommended to make changes in educational and The results of the conducted research showed that the professional programs for their updating according to the dynamics of the levels of quality of student’s pedagogical educational necessity. activity at the beginning and at the end of educational-productive practice has been improved significantly: creative (high) level after passing the practice 4. Conclusions has 25% of students (20 people), sufficient (average) level – 70% (56 students) and a low level of theoretical and Thus, the conducted research makes it possible to practical knowledge is observed in 5% (4 students). At the consider at a qualitative level the problem of professional beginning of the experiment, these indicators were as competence formation of the future teachers of secondary follows: creative (high) level was demonstrated by 15% of educational institutions in the process of pedagogical students (12 students), sufficient (average) level – 60% (48 practice. The substantiated components of organization, students), and low level of theoretical and practical carrying out and results of the future teachers’ practice

144 Practice in the System of Training the Future Educator: Opportunities and Advantages

(motivational-target, value-oriented, practical, EKTS.pdf. communicative, and creative) point to the thoroughness of [8] Letter of the Ministry of Education of Ukraine No 1/9-93 the research and its effectiveness. We have substantiated “On Practical Training of Students”, 2009, Online available the criteria of the future teachers’ activity in the institutions from http://ru.osvita.ua/legislation/Vishya_osvita/2728/. of general secondary education (motivational-prognostic; [9] Letter of the Ministry of Education of Ukraine No 1/9-119 cognitive-knowledge; result-evaluative; “On Methodological Recommendations for the Introduction emotional-reflexive) and the levels of quality of student’s of the European Credit Transfer System and its Key pedagogical activity (adaptive, sufficient and creative). Documents in Higher Education Institutions”, 2010, Online Selected methods of our research (questioning, survey, available from http://ru.osvita.ua/legislation/Vishya_osvita/ observation, testing, experiment, analysis, and 6810/. generalization of the work results, etc.) contributed to [10] Order of the Ministry of Education of Ukraine No 776 “On realization of the purpose and objectives of the study. Approval of the Concept of Development of Pedagogical The results of the study indicate a positive dynamic in Education”, 2018, Online available from acquisition and improvement of the general and https://mon.gov.ua/ua/npa/pro-zatverdzhennya-koncepciyi-r ozvitku-pedagogichnoyi-osviti. professional competences of future teachers in the process of practical training, in particular, educational-productive [11] S.D. Alekseienko, Z.P. Bondarenko, I.V. Raspopov. practice. Besides, the study showed that students have Guidance on the Organization and Conducting of Teaching profound and qualitative knowledge in specialized subjects Practice, RVV DNU, Dnipro, 2008. (pedagogy, psychology, teaching methods, etc.). The [12] V.H. Arefiev, V.I. Kurysh. Independent Work of Students conducted research proves once again that practical During the Pedagogical Practice: A Teaching Manual for training is an important component in teachers’ preparation Students of the Faculty of Physical Education, NPU named and their self-affirmation. after M.P. Drahomanov, Kyiv, 2007. [13] T.A. Denyschych, H.S. Kosareva. Pedagogical Practice: Content, Organization, Problematic Aspects of Pedagogical Skills Formation: A Manual for Students of the Field of Knowledge 03 “Humanities”, Specialty – 035 “Philology (Ukrainian)”, Publishing House of ChNU named after Petro REFERENCES Mohila, Mykolaiv, 2017. [1] O.I. Chapran. Pedagogical Innovation: Terminology [14] O.M. Serhiychuk, N.P. Onischenko, O.S. Khmelnуtska. Dictionary, Ya. M. Dombrovska, Pereiaslav-Khmelnytskyi, Organization and Carrying Out of Practical Training of the 2019. Students of Higher Education Pedagogical Institutions, KSS Publishing House, Pereiaslav-Khmelnytskyi, 2019. [2] Regulations No 6. “On the Practice of Students of the Pereiaslav-Khmelnytskyi Hryhoriy Skovoroda State [15] V.A. Tovt, I.I. Mariona, E.M Sivohop. Cross-Cutting Pedagogical University Approved by the Decision of the Program of Practice in the System of Training Masters in Academic Council”, 2019, Online available from Physical Education and Sports, RICK-U LLC, Uzhhorod, https://drive.google.com/file/d/1JWBkQ1wdD6q-VKP75qg 2019. IFaYi15GursZ8/view. [16] A. Virtanen, P. Tynjälä. Factors explaining the learning of [3] Law of Ukraine No 2145-VIII “On Education”, 2017, Online generic skills: A study of university students’ experiences, available from https://zakon.rada.gov.ua/laws/show/2145-1 Teaching in Higher Education, Vol. 24, No. 7, 880-894, 9#Text. 2019.

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Universal Journal of Educational Research 8(11D): 146-150, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.082420

Intensification of Future Lecturers’ Cognitive Activities Using the Case Technology

Andrii O. Vitchenko1,*, Anastasiia Yu. Vitchenko2, Iryna V. Izhutova3, Loryna G. Aleksandrova2, Viktoriia L. Romaniuk2

1Department of Social Sciences, National Defence University of Ukraine named after Ivan Cherniakhovskyi, 03049, Kyiv, Ukraine 2Department of Foreign Language Methodology, National Pedagogical Dragomanov University, 01601, Kyiv, Ukraine 3Educational and Research Center of Strategic Communications in the Sphere of National Security and Defense, National Defence University of Ukraine named after Ivan Cherniakhovskyi, 03049, Kyiv, Ukraine

Received August 14, 2020; Revised October 3, 2020; Accepted November 20, 2020

Cite This Paper in the following Citation Styles (a): [1] Andrii O. Vitchenko, Anastasiia Yu. Vitchenko, Iryna V. Izhutova, Loryna G. Aleksandrova, Viktoriia L. Romaniuk , "Intensification of Future Lecturers’ Cognitive Activities Using the Case Technology," Universal Journal of Educational Research, Vol. 8, No. 11D, pp. 146 - 150, 2020. DOI: 10.13189/ujer.2020.082420. (b): Andrii O. Vitchenko, Anastasiia Yu. Vitchenko, Iryna V. Izhutova, Loryna G. Aleksandrova, Viktoriia L. Romaniuk (2020). Intensification of Future Lecturers’ Cognitive Activities Using the Case Technology. Universal Journal of Educational Research, 8(11D), 146 - 150. DOI: 10.13189/ujer.2020.082420. Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License

Abstract The article researches technological have specified conditions of the effective use of case approaches to case study in modern high school and technology in high school such as time management; possibilities for intensification of future lecturers’ involvement of professional consultants and experts; cognitive learning activities. We have demonstrated the favourable psychological atmosphere; interpersonal case study effectiveness, how to activate cognitive learning relations; and interactivity of communication. The activity through “dead” case. We have used methods of conducted research has proved the integral character of questionnaires, empirical data generalization; theoretical case technology combining education forms and methods, analysis, approaches to case study technological diversifies learning context, appropriate content effectiveness; “dead case” project; research outcomes problematization, and students’ cognitive learning activity. generalization; and prospects of further problem The case technology motivates future lecturers. consideration. We have prioritized the case study for Keywords Interactive Education, Case Study, increase of cognitive research activities of Master’s degree Technological Effectiveness, Cognitive Learning students. We have concluded that the effectiveness of cognitive learning activity based on case technology depends on problematic character of learning material, students’ readiness for interactive learning, and cases typology. Using author’s case, we have identified the 1. Introduction procedure of problem consideration, characterized students’ individual and class work. We have developed the Technologization of educational process in high school algorithm of case technology consisting of six interrelated and formation of interactive communicative environment and interdependent phases such as individual, classroom for professionally oriented learning contributes to case work, solutions presentation and collective discussion. technology, which is interactive and competence-based, Technological implementation of case study activates in-depth development of self-educated, research, foreign cognitive learning activity, integrates learning methods, communicative competence, development of group forms, and instruments to develop lecturer professional communicative skills, collective discussion of problems skills (search, analytical and synthetic, prognostic and and joint solutions, joint success in problem solving, corrective, communicative, creative, administrative). We particularly related to mutual understanding and Universal Journal of Educational Research 8(11D): 146-150, 2020 147

communication. National and foreign researchers prefer to students’ cognitive learning activity with “dead” case. use case technology in a range of academic courses and subjects, including business, economy, management, finances, law, medicine, ecology, and higher professional 2. Material and Methods education. Particularly, A. Rippin, C. Booth, S. Bowie, J. Jordan Aim is to justify the case study technological simultaneously consider the case study as leading effectiveness, consider technological approaches to technology in business education, education method, and intensification of future lecturers’ cognitive learning effective tool for study and administration of complex and activity through “dead” case. To achieve the mentioned indefinite situations [1]. The approach which developers aim, we have solved the following tasks: analysis propose to use cases in online education of modern high problems of cases use in modern teaching practice; school has become innovative. H.W. Webb, G. Gill, G. features of case study technological implementation; Poe proved that students’ KPI raised due to integration of working-out the “dead” case-based study algorithm for different technologies, extension of case study by development of future lecturers’ professional skills; interactive discussions [2]. K. Kelch and M. Malupa-Kim defining conditions of the effective use of case technology defined teacher’s potential due to case study as ability to in high school. We have used methods of questionnaires, combine classroom and individual practical tasks, empirical data generalization for defining case use diversify students’ foreign language learning activities, problems in modern high school; theoretical analysis of “During class time when the case is being discussed, work case study, justification of approaches to its technological sheets, jigsaw tasks, mini presentations, and other tasks effectiveness; “dead case”; findings generalization; which are implemented in the case analysis process can be defining prospects of further problem consideration. completed for a grade if desired [3]. Participants can be The analysis of modern university practice proved a lot required to complete a comprehension check, write a of case study followers among lecturers, Master’s degree response paper, or complete another task that is related to students, and different leaders. The conducted empirical content/readings upon which the case is based” [3]. study (Figure 1) proved that the majority of respondents N. Nae [4] wrote about the use of case study in teaching positively accepted the idea of this technology integration business English for Master’s degree in business students. into learning process supporting their choice by authority Having defined the case as learning method, she and high rating of developing university (18 %), necessity developed this chain of students’ education actions based to increase own competitiveness by means of educational – foreign text reading, listening, learning of additional innovations (24 %), and successful experience of this information, and writing. N. Nae mentioned, “The writing technology use (31 %). Meanwhile, only 12 % of assignment requires the students to write e-mails or letters respondents were ready to use case study, others doubted reporting on the outcomes of the discussions” [4]. D. Kerr, because of poor knowledge about technology (43 %), lack A. Troth, A. Pickering [5] limited this problem by of appropriate experience (21 %), and commitment to discussing the use of role game to activate case study in traditional learning (16 %). information systems. According to them, “role playing allows them to become more involved in the case as well as making the subject easier to understand and more realistic” [5]. The national scientists focus on features of method competence of future lecturers in implementation of intercultural foreign education [6], research of process of formation of interactive skills, clarification of interlocutory interaction influence on development of students’ language competence [7]; use of particular case study elements to learn effectiveness of self-assessment Figure 1. “Case study” questionnaire results in modern high school: and expert assessment of technical university students [8]. pro et contra T. Sazukina proposed simplified case study definition as “very effective classroom technique” permitting to Poor theory, simple understanding of case study develop skills: “1) problem solving; 2) depending on the education potential proved in responses to questions about case analytical tools, quantitative and / or qualitative; 3) case, conditions of its use for the highest success in decision-making in difficult situations; 4) manage learning. 14 % qualified the case as learning instrument ambiguity; 5) communication with different groups” [9]. substituting a textbook; 18 % qualified it as technology, Researchers skipped scientific justification of case study 33 % considered it as one of the practical learning technological effectiveness, algorithmization of methods, and one third of respondents (29 %) could not approaches to different structure cases, diversification of provide any reasoned definition. Case as “life story”

148 Intensification of Future Lecturers’ Cognitive Activities Using the Case Technology

(38 %) is rather demonstrative; it is the basis for feedback, gives online consultation, and defines time of interlocution, dialog, collective discussion of some life or preliminary control of “case body” learning results, and professional events. Only 12 % preferred the analysis of discussion of problem during practical class. The “case problematic situations, elaboration of own solutions for body” text learning is followed by test on “Master test” problems, discussion. The analysis of empirical data internet service. Having passed the test, the Master’s revealed the reasons of low case study effectiveness in the degree students pass to the second phase which covers Ukrainian high school: superficial technology additional case components: understanding, narrowing goal, lack of algorithm of its 1) Historical context – reconstruction of internal implementation, and limitation of types and forms of political events in the United Kingdom in the late practical work with cases. 60s and early 70s, the rise of conservative power and M. Thatcher’s appointment as Education Secretary. 2) Author’s comment is aimed at evaluation of 3. Results and Discussion education policy of conservatives, M. Thatcher’s leadership qualities contributing to positive The case study includes the use of different cognitive achievements in modernization of the UK school learning activity of the Master’s degree students such as system. from case reading and additional materials to discussion 3) Questions and tasks system include in-depth learning and creative works. Thus, we consider the case technology of texts, development of practical skills related to as the system method of collective group interactive authentic English-language texts, citing extracts learning aimed at comprehensive problems learning and during staging and dramatization of case events, and solving using the system of methods – reading, analysis, participation in problem discussion. synthesis, generalization, problem method, interlocution, The proposed case included the following system of modelling, dramatization, designing, discussion, etc. The questions and tasks: case technology consists in consideration of specific 1) What is the essence of the problem M. Thatcher ordinary and professional life for in-depth study, group faced during the UK school education reform? discussion, and joint decision making. The key of this 2) What was the leadership position of the future “Iron technology is the “case”, which consists of specially Lady” in the implementation of the chosen reform prepared materials (problem or “case body”, situation course? context, author’s comment, questions and tasks, list of 3) Do you support M. Thatcher position in the problem? recommended sources, and clarity). These elements are How should we assess the politician actions: she necessary to achieve aims such as development students’ acted as responsible or authoritarian leader? Please, critical thinking, general and special skills in modelling, justify your opinion. design and forecasting; improvement of self-educational, 4) Comment on the M. Thatcher’s statement, “It’s research and communicative skills, creativity development, impossible to understand everyone if we do not hear etc. everyone”. What does it mean? The case study effectiveness depends on the case story, 5) How would M. Thatcher formulate hew leadership its correspondence to future specialists’ interests, level of developed certain personal and professional qualities, strategy: listen to everyone or hear everyone? Justify especially abilities to analyze, conduct a dialog and a your answer? discussion. Thus, the learning case writing is in the 6) Analyze content and style of supporting the reform primary focus. It includes six structural components such facts in M. Thatcher’s book “The Path to Power”, as problem situation (“case body”), situation context, “By 1970 very few children were so deprived that author’s comment, questions and tasks for individual school milk was essential for their nourishment. work, list of recommended sources, and appendixes. The Tony Barber, who became Chancellor in July 1970, approach to the use of case technology includes problems after the death of Iain Macleod, wanted me to abolish of learning material, students’ readiness to interactive free school milk altogether. But I was more cautious, learning, and cases typology. According to the structure, both on political and on welfare grounds. I managed the cases can be “dead” (include all the components or to hold the line at an increased price for school meals “case body” is partially presented) and “live” (with and the withdrawal of free milk from primary school incomplete structure). We consider “Career and leadership” children over the age of seven. These modest topic, namely approaches to interactive skills of the future changes came with safeguards: children in need of lecturers using the “dead case” within “Margaret Thatcher milk for medical reasons continued to receive it until leadership strategy: listen to everyone or hear everyone”. they went to secondary school. All in all, I had The Master’s degree students receive the case in defended the education budget effectively”. advance for independent reading, answers preparation and 7) Are there any alternative approaches to solve the tasks execution. The lecturer uploads materials on online “milk scandal”? If “yes”, explain and consult modern learning platform or internet services for effectiveness and politicians on actions in such events.

Universal Journal of Educational Research 8(11D): 146-150, 2020 149

8) Explain terms “leadership”, “conservative”, Controversial opinion of some case study researchers “labourite”, “education reform”, “fiasco”, “circular”, concerning technological effectiveness of the studied “discredit”, “PR”, “political opponent”, and “Iron process as learning method, learning approach, and Lady”. learning mode. We dispute the conclusion that “сase study 9) Using the mentioned terms, write the essay “M. methodology serves to provide a framework for Thatcher’s leadership strategy: listen attentively, say evaluation and analysis of complex issues” [10]. It is simply and concisely, convince reasonably”. worth also considering the opinion that “сase study 10) Develop a scenario of M. Thatcher’s imaginary research is defined as a qualitative approach in which the interview (press conference) concerning “milk investigator explores a real-life, contemporary bounded scandal”. Consider which questions journalists might system (a case) or multiple bound systems (cases) over ask the UK Education Secretary and her answers. time, through detailed, in-depth data collection involving 11) Stage the written scenario; be ready to ask the best multiple sources of information, and reports a case question, best answer, best statement, etc. description and case themes” [11]. Firstly, the case technology does not fulfil methodological function as it is The algorithm of the case use during interactive based on ideas of interactive, problematic, developing, learning consists of six phases (Figure 2). To gain and competence learning. Secondly, the complex professional skills the Master’s degree students execute questions analysis and assessment limitation do not allow different tasks at every: search (reading of sources, realizing comprehensively the case study learning content analysis, selection and systematization of new potential, directing it at development of both key and information, note-taking, reconstruction approaches use, professional competences of the future specialists with and gained knowledge exchange); analytical and synthetic higher education. (analysis of problem situation, comparison and critical D. Zucker [12] demonstrates the controversial position, assessment of facts, fact-finding, drawing conclusions, uses the “case method” and understands it as the situation and substantiation of decisions); prognostic and corrective analysis, stipulating that during case study it necessary to (forecasting situation development and its related events, use reading, writing, generalization, comparison, explication and correction of own decision considering interpretation, etc. in line with analysis. This controversy expected changes); communicative (correct, concise and is visible in the following statement of the American explicit expression of opinions, reasoned own position researcher from the University of Massachusetts Amherst, and approaches to problem solving, available developed “Case study method is indexed in many introductory solutions in different styles); creative (generation of new research textbooks and is often taught in qualitative ideas and proposals for problem solving, initiation of research methods courses that discuss a variety of original ways and methods for their practical realization, methods. These may include grounded theory, implementation of own views and solutions in different phenomenology, discourse analysis and case study. For forms); administrative (situation control, proactivity, example, reasonable goals for the learner would be to criticism, attention to alternative opinions and proposals, explore and understand the philosophical and aesthetic flexibility and decisiveness, and strong-willed paradigms that are foundational to qualitative research personality). methods, compare and contrast the distinctions among selected methods, evaluate traditional and emerging qualitative designs within their disciplinary area, and to apply methods and techniques. Using a step-wise approach students will learn how to design studies, generate data, analyze and interpret the data and disseminate findings. The teacher creates a teaching and learning environment to meet those outcomes” [12]. The abovementioned definition of the key term is disputable as it does not correspond to the researched learning innovation and does not consider its structural, procedural, and instrumental features.

4. Conclusions Modern researchers do not pay much attention to problems of formation of favourable learning case study environment, conditions for successful case development Figure 2. Algorithm of case use in interactive learning (time management; involvement of consultants and

150 Intensification of Future Lecturers’ Cognitive Activities Using the Case Technology

experts, events’ participants; favourable psychological [2] H.W. Webb, G. Gill, G. Poe. Teaching with the case method atmosphere; constructive interpersonal relations; and online: pure versus hybrid approaches, Decision Sciences, Vol. 3, No. 2, 223-250, 2005. interactivity of learning communication). They also skip the fact that the case study as interactive technology [3] К. Kelch, М. Malupa-Kim. Implementing case studies in integrates different learning methods (verbal, visible, language teacher education and professional development, practical, game, etc.). it enriches cognitive learning Ortesol Journal, No. 31, 10-18, 2014. activity, combines self-education and classroom work, [4] N. Nae. Teaching English with the case method – a tentative learning and research, educational and professional approach, Euromentor Journal, Vol. 10, No. 1, 25-32, 2019. qualities development. Thus, it is necessary to develop [5] D. Kerr, A. Troth, A. Pickering. The use of role-playing to algorithmization of case technology-based learning help students understand information systems case studies, process and implement the outcomes. Journal of Information Systems Education, Vol. 14, No. 2, Based on the conducted study we have proved the 167-172, 2020. integral character of the case technology which combines [6] N. Maiier. The methodological training of future university basic learning forms and methods, diversifies material teachers to implement intercultural foreign language learning, ensures the appropriate problematization of education: the competency-based approach, Advanced content and high level of students’ cognitive learning Education, No. 8, 4-9, 2017. activity. Due to defined advantages the case technology [7] O. Liubashenko, Z. Kornieva, Dialogic interactive speaking allows intensifying varied interests and motivations of skills assessment in the experiential teaching of technical future lecturers, directing formation of readiness to English to tertiary school students, Advanced Education, effective scientific and pedagogical work based on Vol. 13, 18-25, 2019. professional skills system related to self-education, [8] Yu. Lavrysh. Peer and self-assessment at esp classes: case researches, interactive cooperation and communication. study, Advanced Education 6: 60-68, 2016. Future research should explore cases typology, development of types and forms of cognitive learning [9] T. Sazukina. Case Studies Method in Teaching the activity through the case study integration and new Professional English Language at Higher School, Public Manаgement, Publishing House Personnel, Kyiv, 212-217, information technologies. 2016.

[10] R. Healel, A. Twycross. What is a case study? Evidence Based Nursing, Vol. 21, No. 1, 7-8, 2018. [11] K.M. Alpi, E.J. Jam. Distinguishing case study as a research REFERENCES method from case reports as a publication type, Journal of the Medical Library Association, Vol. 107, No. 1, 1-5, 2019. [1] A. Rippin, C. Booth, S. Bowie, J. Jordan. A complex case: using the case study method to explore uncertainty and [12] D.M. Zucker. How to do case study research. teaching ambiguity in undergraduate business education, Teaching in research, Methods in the Humanities and Social Sciences, Higher Education, Vol. 7, No. 4, 429-441, 2002. No. 2, 1-17, 2009.

Universal Journal of Educational Research 8(11D): 151-157, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.082421

Public Administration in the Education System: Theoretical and Methodological Approaches and Practical Recommendations

Tetiana V. Sych1,*, Olena M. Kryvtsova2, Natalia I. Kaduk2, Mykola V. Nesprava3, Ganna O. Panchenko4

1Department of Public Service and Management Educational and Social Institutions, Luhansk Taras Shevchenko National University, 92703, Starobilsk, Ukraine 2Department of Global Studies, European Integration and National Security Management, Odessa Regional Institute for Public Administration of the National Academy for Public Administration under the President of Ukraine, 65009, Odesa, Ukraine 3Department of International Relations and Tourism, Dnipropetrovsk State University of Internal Affairs, 49005, Dnipro, Ukraine 4Department of Public Administration and Regional Studies, Odessa Regional Institute for Public Administration of the National Academy for Public Administration under the President of Ukraine, 65009, Odesa, Ukraine

Received August 12, 2020; Revised September 23, 2020; Accepted November 20, 2020

Cite This Paper in the following Citation Styles (a): [1] Tetiana V. Sych, Olena M. Kryvtsova, Natalia I. Kaduk, Mykola V. Nesprava, Ganna O. Panchenko , "Public Administration in the Education System: Theoretical and Methodological Approaches and Practical Recommendations," Universal Journal of Educational Research, Vol. 8, No. 11D, pp. 151 - 157, 2020. DOI: 10.13189/ujer.2020.082421. (b): Tetiana V. Sych, Olena M. Kryvtsova, Natalia I. Kaduk, Mykola V. Nesprava, Ganna O. Panchenko (2020). Public Administration in the Education System: Theoretical and Methodological Approaches and Practical Recommendations. Universal Journal of Educational Research, 8(11D), 151 - 157. DOI: 10.13189/ujer.2020.082421. Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License

Abstract The analysis of the prospects for improving digitalization processes. An algorithm was developed to the efficiency of public administration in education is increase the implementation of the processes of public conducted in the article. First of all, the concept of “public administration of educational processes, taking into administration” was analyzed, and its differences and account the basic requirements of society for the education similarities with the concept of public governance were system. determined. It was decided to determine the perspective of the study of public administration processes by the Keywords Society, Public Governance, Educational educational process, taking into account its orientation to Process, Innovative Development, Social Management public needs and a human-centered approach. The concept of public administration is theoretically designated as a set of processes for managing public systems in order to ensure the goals of sustainable development through the 1. Introduction implementation of the functions of organization, execution, order and control. These functions are schematically Reformatting the socio-political and economic presented and described in the article. To continue the guidelines of Ukraine in the direction of implementing the analysis, trends in the development of the education system European integration vector of the country's development in Ukraine and abroad were identified. The problematic poses new challenges to society. First of all, the reform aspects have been analysed and prospects for their and transformation of the education system is required in correction have been identified. Having analyzed, it was order to keep the domestic research and educational space determined that the basic processes that require in the standards and norms of the European Union. improvement in the public administration system in Ensuring the competitiveness of not only education, but education are organizational, financial, reputation, and also economic sectors in European markets is possible 152 Public Administration in the Education System: Theoretical and Methodological Approaches and Practical Recommendations

only through qualitative transformations and changes.  to analyze the processes of public governance and Ukrainian education has mainly state and public forms of public administration, to determine specific implementation, therefore, the issue of its reform lies characteristics; mainly in the system of public administration, and the  to identify general trends and tendencies in the high social role of education determines the importance of development of the education system in the world its reforms for the state and society. Thus, it should be and in Ukraine; noted that reforms of higher education are of great  to determine the legislative basis for ensuring the socio-economic importance and contribute to the educational process; formation of strategic guidelines for the development of  to develop recommendations to improve public the state. administration in the education system at the national The relevance of the subject under study led to attention level. to its solution by many authors. In particular, I.V.Zastrozhnikova and Yu.O. Ulianchenko [1] analyzed the system of state regulation of education for the 2. The Distinctive Features of the formation of innovations and innovative approaches, is determined that the priority of the domestic educational Public Administration System and space is the formation of European integration processes. Public Administration The processes of participation of teachers in the development and implementation of mechanisms for The education system is a priority for the development regulating the education system are important, in of any state. It is education that guarantees the provision particular, which are tested by V.P. Sadkov [2] at the of innovative development, technologization of International Scientific and Practical Conferences. In the production processes, entrepreneurial activity, investment context of the need to ensure innovative development, attractiveness. Education is the basis for the formation of a issues of commercialization and financing of the spiritual society, compliance with ethical standards and education system are raised by A.O. Cherchata and L.V. rules. So, one of the important priorities of the Solod in their monograph [3]. The strategic tasks of the development of society is precisely the formation of the education system for the formation of the intellectual foundations of an effective state policy in education. potential of the country are defined in the work of R.I. The formation of approaches and mechanisms for the Zhovnovach, Yu.V. Malakhovskyi and M. Mohamed [4]. management of the education system at the state level, The role of education at the modern stage of the first of all, requires the theoretical justification of the development of society is emphasized in the study of V.H. concepts of public governance and administration, the Kremin [5]. determination of their differences and the specifics of Topical issues of public administration in the higher implementation in practice. In a broad sense, the concept education system are analyzed in the works of S.H. of management should be considered as a set of Natroshvili [6], H.M. Kolomiets and I.I. Pominova [7]. interconnected actions to implement the function of However, since the education system must respond to planning, organization, motivation and control in order to changes in social priorities and requirements, it is transfer the object of management to a qualitatively new appropriate to determine the impact of the latest trends in level [1]. Administration is understood as the process of social development on educational processes and to managing certain systems [2]. The concept of public determine the mechanisms of public administration that administration and public governance has similar origins – should be implemented in order to ensure the implementing the function of social management. implementation of these processes. However, the processes of public governance, first of all, According to the relevance of the study, its purpose is consider the processes of organizing the implementation determined, which is to determine the mechanisms of of public decisions, and the public administration system public administration of the education system for the is aimed specifically at the implementation of public tasks implementation of the tasks and priorities of social [3]. The comparative analysis of the distinctive features of development. the public administration system and public To achieve the purpose, a number of scientific, practical administration, carried out in the study, is presented in and theoretical objectives have been identified, in Table 1 [4, 5]. particular the following:

Universal Journal of Educational Research 8(11D): 151-157, 2020 153

Table 1. Comparative analysis of differences in the system of “public governance” and “public administration”

Characteristics Public governance Public administration Basis for implementation Implementation of government decisions Realization of public priorities and needs System object State power Public power, social processes Implementation of basic functions Management Process management and coordination Government agencies, enterprises, Directions to object Society organizations Development vector Only national Eurointegration Democratic values, sustainable development of Priority State institutions, state authority system society Sources Social governance Social governance Regulation Force of laws and other regulations Force of laws and other regulations Social, economic, political, geopolitical, Social, economic, political, geopolitical, public Scope of implementation public interest interest

Figure 1. Public administration processes

So, if public governance basically considers the education system as an object of management, it is processes of execution of state decisions, then public appropriate to specify that the Ukrainian educational administration consists in the implementation of public system is at the stage of transformation and reform. priorities, therefore, the object of the system is public Transferring to the market basis of economic activity, processes and public power. The public administration Ukraine began to develop in the face of new public processes can be presented in the form of the following priorities and challenges. Thus, education was faced, diagram in a comprehensive manner (Figure 1) [5-7]. firstly, with the need to reorient to new social needs that Thus, considering Eurointegration vectors of would satisfy the requirements of world standards, development of the Ukrainian society, and identification providing opportunities to compete with Ukrainian as a European integration priority the interests of the graduates and the economy as a whole in world economic Ukrainian society, we consider it expedient to consider the markets. Secondly, education began to develop in the issue of public administration in an education system, context of commercialization, which sets additional public considering its high public function and a social role, and priorities to ensure the possibility of its existence in the human-centered approach to realization of functions of face of economic risks. public administration. It is especially important to ensure the highly competitive advantages of education in the conditions of quarantine measures and the development of online 3. The Singularities of the Effective learning, because in these conditions the domestic education system no longer just competes within the System of Financing Education as an country, or with educational institutions of neighboring Important Element in Minimizing countries, but comes to competitive conditions with the Negative Factors in the educational institutions around the world. The Education System effectiveness of the reforms carried out in the education system in Ukraine can be assessed by the resulting Analysis of development trends is important to ensure indicators of graduates of educational institutions (the effective management of the system. Considering the level of their basic training, knowledge and skills,

154 Public Administration in the Education System: Theoretical and Methodological Approaches and Practical Recommendations

opportunities for applying the acquired skills). analysis of performance indicators of educational and Analyzing statistics, it should be noted that more than research processes, and the calculation of funding 65% of schools in Ukraine are located in rural areas. volumes in accordance with rating indicators. There is a These schools are characterized by a number of problems, high rate of funding in school systems, but, the lack of in particular: rational mechanisms for organizing the educational  transport accessibility for pupils; process, especially in rural areas with small school  the absence of highly qualified teachers, teachers classrooms and lack of capacity to provide high levels of should combine the teaching of several non-major instruction in these schools, demonstrate the need to find disciplines due to the lack of teaching staff in some mechanisms to modernize the education system, taking schools, a number of teachers do not have the into account current trends in social development, new necessary training to hold lessons; challenges and the need to ensure the competitiveness of  low level of development of the material and Ukraine’s intellectual potential in world economic technical base; markets.  lack of high-quality Internet access, which is the basis According to statistics, governments around the world for obtaining modern information and organizing the spend $9.9 billion every day on education, which is the training process in quarantine conditions; second indicator of spending in the world after health care  insufficient funding for educational institutions. (it is important to take into account that the data were identified during the pandemic). The basic indicator for A positive point is that the number of schools that are assessing the level of education at the macro level is the equipped with barrier-free space has grown to 70% since Education Level Index, the methodology for which has 2017, which allows students with special needs to been developed by the United Nations. The indicator is socialize and study in school groups. The average age of a based on data related to the literacy rate of the adult teacher in Ukraine is 50 years. This indicates that population of the country, as well as the total proportion Ukrainian youth do not join the teaching staff of schools, which is due to the complexity of this profession, the of people receiving education [9]. This indicator is one of attitude of society to pedagogical processes with the the main indicators for the identification of the Human creation of a certain negative image associated with low Development Index as the basic category of social wages and low living standards of teachers. Thus, the development of mankind. This shows that today society problem of training personnel for the education system, identifies education as a basic priority for the sustainable improving the image of the teacher’s profession, its development of mankind. Germany, Australia, New popularization among young people, ensuring the social Zealand and Denmark have the highest Education Level and legal protection of teachers, solving bullying issues is Index. Poor African countries, such as Niger, Eritrea, urgent. Chad, Mali, Burkina Faso have the lowest rates. Ukraine The implementation of an effective system of financing is in 46th place of this rating among 189 countries education is an important element in minimizing the assigned an index [9]. negative factors in the education system and ensuring its The level of education, basic reading and writing skills development. According to the State Statistics Service of remains very low in many countries. The world trends in Ukraine [8], the expenditures of the state budget in the education are as follows: education system are distributed as follows (Table 2).  increasing the commercialization of education Thus, the highest rate of financing is observed in the processes; higher education system, due to the high level of average  reduced access to education in certain regions of the wages, high rates of payment for public services, as well world due to military-political conflicts and as the need to maintain and modernize the material and quarantine activities in the pandemic; technical base. However, it should be noted that higher  the threat of loss of basic reading and writing skills by education has a number of problems of financial several generations in a number of countries due to development. A large number of higher educational the lack of any access to education in the absence of institutions do not allow rational allocation of budget Internet access in the pandemic; funds to exactly where the quality of the provision of  politicization of educational processes in order to educational services is high, and the direction is of high influence the world vision of the younger generation; relevance to society.  lack of real effective mechanisms for ensuring the In 2019, the Ministry of Education developed a new educational process in the poorest countries as an methodology for determining the amount of funding for opportunity to bring this country to a qualitatively higher education institutions, related to the assessment and new socio-economic level.

Universal Journal of Educational Research 8(11D): 151-157, 2020 155

Table 2. State budget expenditure on the education system in Ukraine Secondary activities Secondary Education Medical Food Admin. Transport Administra Financial within educational education-related Equipment services services services services services tive office services institutions activities Preschool 23 233 448,4 8 857 344,8 17 220,4 3 953 292,0 4 886 832,4 977 845,3 830 593,3 11 244,9 136 007,1 education Primary education 34 547 963,4 8 944 523,6 18 377,3 2 167 559,1 6 758 587,2 1 306 436,5 1 127 072,8 19 664,3 86 470,7 73 228,7 First stage of secondary 36 925 506,7 9 560 073,4 19 642,0 2 316 727,5 7 223 703,9 1 396 343,6 1 204 636,4 21 017,6 92 421,4 78 268,2 education Second stage of secondary 9 487 717,4 2 456 385,3 5 046,8 595 264,8 1 856 073,7 358 779,5 309 521,8 5 400,3 23 747,0 20 110,4 education Post-secondary non tertiary 7 619 361,9 1 881 446,7 4 129,7 436 333,8 1 440 983,2 1 659 921,6 256 906,5 11 988,8 17 006,7 1 374 019,6 education Higher education 56 109 525,6 2 253 903,8 5 393,0 1 534 895,2 713 615,6 2 977 382,0 532 803,6 5 378,9 139 534,0 2 299 665,5

Doctorate 3 197 067,6 130 552,0 55,5 1 309,4 129 187,1 118 490,8 51 799,6 2 446,6 64 244,6

Total 171 120 591,0 34 084 229,6 69 864,7 11 005 381,8 23 008 983,1 8 795 199,3 4 313 334,0 77 141,4 359 179,8 4 045 544,1

156 Public Administration in the Education System: Theoretical and Methodological Approaches and Practical Recommendations

4. The Characteristic of the 53 determines: “Full general secondary education is Effectiveness of the Public compulsory. The state shall ensure the accessibility and free availability of preschool, full general secondary, Administration System in Education vocational and higher education in state and public The basic concepts and priorities of education educational institutions; development of preschool, full development are defined in the United Nations Concept of general secondary, extracurricular, vocational, higher and Sustainable Development [10] and other international postgraduate education, various forms of education; documents of the United Nations, and its structural units, granting state scholarships and benefits to pupils and in particular United Nations International Children’s students. Citizens have the right to receive free higher Emergency Fund (UNICEF) and United Nations education in state and public educational institutions on a Educational, Scientific and Cultural Organization competitive basis. Citizens belonging to national (UNESCO). Ukraine has ratified the main international minorities are guaranteed, in accordance with the law, the regulatory documents that regulate world norms and right to study in their mother tongue or to learn their standards for the provision of quality education. Today, in mother tongue in state and public educational institutions the conditions of reforming of domestic educational space or through national cultural societies” [16]. within an Eurointegration vector of development changes By identifying the ratification by Ukraine of were made and restated a number of key regulatory international documents in the field of education as a documents, such as Law of Ukraine “About Education” priority of European standards for the implementation of [11], Law of Ukraine “About Complete General the educational process, ensuring the right of citizens to Secondary Education” [12], Law of Ukraine “About the education in the Constitution of Ukraine, was determined Higher Education” [13], Law of Ukraine “About the relevance of finding mechanisms to solve modern Professional Education” [14], Law of Ukraine “About problems of education by ensuring the rational Scientific and Scientific and Technical Activity” [15]. implementation of the public administration system. Amendments and additions to basic legislation in the During the analysis of the system of public administration education system have contributed to the ratification of of the educational process, an algorithm for implementing international norms and standards for the quality of mechanisms of public administration by education was education. developed, taking into account the requirements of the The basic rights of a citizen to access education are society, which is presented in the Figure 2. covered in the Constitution of Ukraine, in particular Art.

Note: developed by the authors. Figure 2. Algorithm for improving the efficiency of the public administration system in education

Universal Journal of Educational Research 8(11D): 151-157, 2020 157

So, as a result of the study, an algorithm to increase the [2] V.P. Sadkov. Public Administration in the Field of Civil effectiveness of the public administration system in Protection: Science, Education, Practice, International Scientific and Practical Conferences, NUTSZU, Kharkiv, education, which includes organizational measures, 9-12, 2020. processes for improving the image of Ukrainian education, digitalization processes as a priority of development, as [3] A.O. Cherchata, L.V. Solod. Theoretical and Practical well as ensuring the implementation of the quality control Aspects of the Application of Innovative Teaching function of the educational process by applying the public Technologies in Higher Education Institutions, Trytoriia, Sumy, 2018. was proposed. [4] R.I. Zhovnovach, Yu.V. Malahovskyi, M. Mohamed. Strategic imperatives of management of intellectual resources personnel of innovative enterprises (foreign 5. Conclusions experience), Effective Economics, Vol. 12, 2019, Online available from http://www.economy.nayka.com.ua/?op=1& As a result of the study, differences between the z=7702. processes of public governance and public administration were identified. The analysis showed that public [5] V.H. Kremin. Education in the structure of civilizational administration is based on public needs and requirements, change, Scientific Bulletin of Mykolayiv State University named after V.O. Sukhomlinsky. Series: Pedagogical based on a human-centered approach of management Sciences, Vol. 1, No. 33, 6-9, 2011. mechanisms. Given the high social role of the education system, it is appropriate to analyse the system of public [6] S.H. Natroshvili. Strategic Management of Higher administration of the educational process by finding Education: Theory, Methodology, Practice, KNUT, Kyiv, 2015. mechanisms to increase its effectiveness. The analysis of trends in the development of education has identified the [7] H.M. Kolomiets, I.I. Pominova. Higher education in the main problematic aspects, which are the inefficient mechanism of reproduction of intellectual capital: Content organization of the educational process, financial and models, Global and National Economic Problems, Vol. 2, 3-9, 2014, Online available fromhttp://global-national.in. problems, the need to improve the image of teachers and ua/archive/2-2014/00.pdf. the education system in general, the relevance of digitalization processes, especially in the quarantine [8] State Statistics Service of Ukraine, 2020, Online available measures. from http://www.ukrstat.gov.ua/. The analysis of the world experience in the [9] Human Development Reports, 2020, Online available from development of the education system recognized the high http://hdr.undp.org/en/reports/global/hdr2011/download/. potential of Ukraine in increasing the competitiveness of the national economy by realizing intellectual potential [10] United Nations Concept of Sustainable Development: Definition and Defining Principles, 2015, Online available through increasing the efficiency of the education system. from The right of a citizen of Ukraine to access education is https://sustainabledevelopment.un.org/content/documents/5 defined at the level of the Constitution of Ukraine. 839GSDR%202015_SD_concept_definiton_rev.pdf. Legislation prepared and implemented, taking into [11] Law of Ukraine No 2145-VIII “About Education”, 2017, account educational reforms aims to ratify international Online available from https://cis-legislation.com/document. standards and standards for the quality of education in fwx?rgn=101022. order to determine its competitive advantage. Through an analysis of the shortcomings of the education system and [12] Law of Ukraine No 463-IX “About Complete General the objectives that Ukrainian society poses to education, Secondary Education”, 2020, Online available from https://cis-legislation.com/document.fwx?rgn=124188. an algorithm to increase the effectiveness of public administration of the educational process by introducing [13] Law of Ukraine No 1556-VII “About the Higher Education”, digitalization mechanisms, rationalizing organizational 2014, Online available from https://cis-legislation.com/doc processes, branding and attracting the public to all areas of ument.fwx?rgn=72719. educational activity was developed. [14] Law of Ukraine No 103/98-BP “About Professional Education”, 1998, Online available from https://cis-legislati on.com/document.fwx?rgn=17667.

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Universal Journal of Educational Research 8(11D): 158-172, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.082422

Pedagogical Skills of a New Paradigm in the European Integration Scientific and Educational Space

Roman I. Oleksenko1,*, Olga O. Dolska2, Maya V. Trynyak3, Olena M. Nesterenko1, Henadii L. Korostylov2

1Department of Public Administration and Law, Dmytro Motornyi Tavria State Agrotechnological University, 72310, Melitopol, Ukraine 2Department of Philosophy, National Technical University "Kharkiv Polytechnic Institute", 61002, Kharkiv, Ukraine 3Department of Philosophy, H.S. Skovoroda Kharkiv National Pedagogical University, 61002, Kharkiv, Ukraine

Received August 16, 2020; Revised October 5, 2020; Accepted November 20, 2020

Cite This Paper in the following Citation Styles (a): [1] Roman I. Oleksenko, Olga O. Dolska, Maya V. Trynyak, Olena M. Nesterenko, Henadii L. Korostylov , "Pedagogical Skills of a New Paradigm in the European Integration Scientific and Educational Space," Universal Journal of Educational Research, Vol. 8, No. 11D, pp. 158 - 172, 2020. DOI: 10.13189/ujer.2020.082422. (b): Roman I. Oleksenko, Olga O. Dolska, Maya V. Trynyak, Olena M. Nesterenko, Henadii L. Korostylov (2020). Pedagogical Skills of a New Paradigm in the European Integration Scientific and Educational Space. Universal Journal of Educational Research, 8(11D), 158 - 172. DOI: 10.13189/ujer.2020.082422. Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License

Abstract The article considers the peculiarities of the micro-level are determined. Criteria and indicators of the development of skills of pedagogical workers based on individual scientific rating of teachers in universities of European integration requirements, taking into account the Ukraine are offered. conditions of deepening cooperation, which aimed at implementing the European vector of academic mobility, Keywords Society, Higher Education, Pedagogical modernization, and expansion of the university community Skill, European Integration, Motivational and Value in the international innovative communication space. The Components, Personality primary directions of the national strategy for the development of higher education based on the needs of European integration in the scientific and educational space are substantiated. A platform of the 1. Introduction personality-oriented methodology of the pedagogical skills of higher education teachers has been developed. A Dynamic changes in Europe and the world conceptual model of the development of pedagogical skills (globalization of cultural processes; informatization of all of teachers in Ukrainian universities in the context of spheres of life; strengthening of migration processes, etc.) European requirements for the scientific and educational and Ukraine's desire to integrate into the EU necessitate process is proposed. A structural and functional model for appropriate changes in the higher education system. the development of highly qualified pedagogical skills of Enabling European integration for the Ukrainian higher teachers in the scientific and educational space of academic education system should focus on the core values of mobility has been developed. The criteria for assessing the Western culture (parliamentarism, human rights, minority level of motivational and value component of the teacher's rights, liberalization, freedom of movement, freedom of pedagogical skills and the values of self-realization of the higher education at any level, lifelong learning, etc.), individual are determined. The stages of integration of the which can prepare a new generation of teachers with a information and scientific environment of Ukrainian progressive vision of pedagogical skills in the educational universities into the European system of innovative and scientific process. In the context of integration into communications were monitored. Qualitative criteria of the the European space to improve the pedagogical skills of pedagogical skill of teachers at macro-, meso- and teachers with high scientific potential, the state should use Universal Journal of Educational Research 8(11D): 158-172, 2020 159

internationalized forms of international influence on Gross, J. Giacquinta, M. Bernstein [30], L. Kaidalova [31], research functions, taking into account the components of A. Kyiveryalg [32], M. Soldatenko, O. Semenoh [33]. university management to prepare competencies for However, it should be noted that the need to update the successful research in a multilingual environment, system of pedagogical skills of teachers of different academic mobility of professional teachers. At the same profiles based on the European integration movement is time, mobile solutions for the development of pedagogical insufficiently studied in theoretical, methodological and skills should not contradict global and European trends, practical aspects. which in the absence of systematic research data should The priority of this study is to develop a conceptual encourage the development of new principles of European model of scientific and educational process and higher education, forming mechanisms for innovative pedagogical skills of higher education teachers based on training of teachers. European integration, taking into account the conditions Unfortunately, the conservatism of higher education of deepening cooperation aimed at implementing the management in society does not allow regulating the European vector of academic mobility, modernization and social demand for pedagogical skills of teachers of the expansion of the university community in international new formation, while the dynamics of processes requires communication. the construction of a new European model of higher education to train high-level scientists. Therefore, given the multifaceted nature of the problem of national higher 2. Methodology education of any country in the European educational and scientific space, necessitate reforming the existing format Theoretical and methodological principles of of methodological support of the scientific and development of pedagogical skills of teachers in higher educational process and improving the components of education based on the needs of renewal and European pedagogical competence and skills. integration movement are based on the system-forming Problems of European integration of national higher criteria of the innovative model of educational and education in the field of international standards, as well as scientific environment and are embodied at the state level. in the context of modern civilizational changes, The basis for this is the European concept of higher identifying the main trends in education in the EU were education development. The methodology of pedagogical studied in the works of V. Andrushchenko [1], I. Artomov, systems and theories of higher education development is O. Vashchuk [2], V. Bakirov [3], U. Brandenburg, G. formed on the basis of tasks that, first, allow using the Federkeil [4], V. Bykov, Yu. Zhuk [5], M. Debych [6], M. empirical data and theoretical information of international Havryliuk, M. Leshchenko, Z. Mahdach, N. Mukan [7], T. organizations, thus enabling the coordination of scientific Hubanova [8], O. Vozniak [9]. Peculiarities of university activities in different countries. Secondly, they outline the activity in the context of globalization and informatization possibilities of adapting the European experience to the of higher education, the main mission of which is the national system of higher education, in line with global generation of progressive ideas aimed at preserving the trends, preserving cultural traditions, creating favorable scientific elite, were studied by such scientists as: V. conditions for the export of scientific and educational Cherepanov [10], H. Kalinicheva [11], A. Kolomiiets, N. services [1]. Lazarenko, Ye. Hromov [12], K. Kyrychenko, O. Priority areas of the national strategy for the Lukianykhina [13], P. Scott [14], Yu. Zavalevskyi [15], T. development of higher education and pedagogical skills of Zhyzhko [16], I. Zolotarova, Zh. Shosha [17]; teachers provide regulatory levers of state policy in this development of innovative educational processes in the area, namely: personal orientation of education; formation context of continuity of dialogue of cultures, development of national and universal values; development of of spiritual potential of society were studied by F. Buchberger [18], T. Fedirchyk [19], I. Konovalchuk [20], education as an open state and social system; creating O. Kucheriavyi [21], O. Lavrinenko [22], N. Lazarenko equal opportunities in education; constant improvement of [23], V. Maikovska [24], O. Marynovska [25]. The the quality of education, social status and professionalism theoretical basis of modern scientific approaches to the of higher education teachers; strengthening state and disclosure of the essence of the components of public support for the scientific environment; introduction pedagogical competence and skill is in the researches of G. of educational innovations and information technologies; Akerlind [26], C. Brawner, R. Felder, R. Allen, R. Brent development of national higher education at the European [27], S. Brookfield [28], B. Burns, T. Haydn [29], N. level (Figure 1).

160 Pedagogical Skills of a New Paradigm in the European Integration Scientific and Educational Space

Figure 1. Priority directions of the national strategy for the development of higher education based on the needs of European integration in the scientific and educational space

Figure 2. Platform of personality-oriented methodology of pedagogical skills of higher education teachers

The need for the European integration movement in the of universities to implement research and development scientific and educational space is due to the technologies at the national level. personality-oriented methodology of pedagogical skills, Innovative model of development of pedagogical skills which provides a platform for interrelated approaches to of higher education teachers based on European updating the national paradigm of development of higher integration is formed on practical aspects of the European education teachers (Figures 2-3). It should be noted that scientific environment and allows providing universities the innovative approach is dominant in government with a qualitatively new concept based on philosophical documents of the international scientific and educational vision and understanding of innovation-oriented and space, which emphasizes the need to improve the capacity creative role of the individual in the state (Figure 4).

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Figure 3. Updated paradigm of development of pedagogical skills of higher education teachers based on the needs of European integration of scientific and educational space

Figure 4. Conceptual model of development of pedagogical skills of teachers in universities of Ukraine in the context of European requirements to scientific and educational process

162 Pedagogical Skills of a New Paradigm in the European Integration Scientific and Educational Space

The model is an open system that allows the training of a teacher-researcher who is able, on the basis relationship between the possibility of self-realization of of rethinking the existing and new holistic opportunities, scientific and educational potential of the teacher both to perform fundamental scientific developments. within the university environment and outside it, given the Systematic implementation of the latest fundamental socio-economic reality in the country and in the EU. The scientific developments in academic disciplines model is implemented based on integration of innovative encourages the improvement of existing information and technologies and communications and is sensitive to the communication technologies, which form a meaningful needs of the market of diversified educational and component of the organization of scientific and scientific services in changing economic conditions. It educational process and stimulate the teaching staff of the provides natural adaptation to changes in the European university to self-realization in research and innovation [6; environment, forming a corporate culture of 24; 34]. A structural and functional model of teacher communication of the educational and scientific training of highly qualified pedagogical skills has been community, creating on the basis of universities favorable formed, which ensures the unity of components, principles, conditions for pedagogical skills of teachers and their forms, methods of gradual development of educational academic mobility, modernizing and expanding and scientific potential of an individual according to representations in the international space. individual criteria and indicators (Figure 5). We have proposed a methodical approach to the

Figure 5. Structural and functional model of development of highly qualified pedagogical skills of teachers in the scientific and educational space of academic mobility

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The scientific and educational potential of the teacher and to estimate them in compliance with the goal, according to individual criteria of reflectivity allows to willingness to submit to external influences). reveal own motives, the purposes, a mental and emotional Based on the methods of determining “Motivation of condition, style of behavior and strategy of the activity. professional activity [36] “Values orientation” [37] the According to the method of diagnosis of the individual level of motivational and value component of pedagogical measure of expressed reflexivity [28; 35], the level of the skills of the teacher is calculated, which is based on the reflexive component of the pedagogical skills of the concept of external and internal motivation. We should teacher is determined by 27 criteria of psychological note that the prerequisite for the internal motivation of the consciousness. The effective component of the calculation, teacher is his desire for external self-realization – the which exceeds 140 points, indicates a high level of implementation of educational and scientific activities for awareness of the teacher about the persistent and other needs, outside the content of the activity (achieving conscious to performance of duties in educational and prestige, earning money and others). scientific activities. The level of reflexivity in the range It is proposed to assess the level of motivational and from114 to 139 points is sufficient if the teacher is aware value component of pedagogical skills of the teacher in of his own actions, emotions, understands the real state of the range from 1 to 5 points (Table 1). The system of the situation and his attitude to it. Limit criteria of the values is determined for the meaningful self-realization of indicator from 0 to 113 points give grounds to consider it the teacher's pedagogical skills and his attitude to the basic (that is, the person lacks awareness of motives of the environment with which he interacts, and scientific and behavior, low level of subjectivity, inability to form strategy of the activity, independently to organize actions educational activity.

Table 1. Criteria for assessing the level of motivational and value component of pedagogical skills of the teacher [28, 35-37] Not very Very № Motive of pedagogical skills Not important at all Not important Important important important 1 Money earnings The level of motivational and value component of the teacher's pedagogical skill is the ratio of indicators of internal motivation (IM), external positive motivation (EPM) and 2 Aspiration for career growth external negative motivation (ENM). Aspiration to avoid criticism from Indicators are calculated by the following formulas: 3 colleagues IM = (evaluation item 6 + evaluation item 7) : 2; Aspiration to avoid possible EPM = (evaluation item 1 + evaluation item 2 + evaluation item 5) : 3; 4 punishments or troubles ENM = (evaluation item 3 + evaluation item 4) : 2. Need for achievement of social The indicator of the level of each type of motivation is the number from 1 to 5 (possible 5 prestige and respect from others fractional value). Satisfaction with the process and result The high level of motivational-value component is equal to the following: 6 of activity IM > EPM > ENM; IM = EPM > ENM. Sufficient level of motivational-value component: Possibility of the fullest self-realization IM > ENM > EPM; EPM > ENM > IM. 7 of pedagogical skills Basic level of motivational-value component: ENM > EPM > IM; ENM > IM > EPM.

Figure 6. Values of self-realization and pedagogical skills of the teacher

164 Pedagogical Skills of a New Paradigm in the European Integration Scientific and Educational Space

Ranking of values of pedagogical skill is carried out 3. Results and Discussion according to 36 criteria (Figure 6). Criteria are evaluated from 1 to 6 points. A high level of pedagogical skills is An effective tool for the transfer of new knowledge, considered to be in teachers who have from 9 to 12 of advanced scientific, didactic and managerial technologies, competence of the first level of skill. A sufficient level is which allows to bring the national scientific and formed from 5 to 8 of value components of the first level, educational sphere to the world mainstream is academic the basic level – from 1 to 4 of competencies of the first mobility, which is a prerequisite for the European level. Determining the level of the formed component of integration process. It requires intra-university regulatory the analytical activity of the teacher is carried out by support, implementation of forms of international means of express diagnostics [38], which embodies the interuniversity cooperation, organization of joint research calculation of the indicator of organizational abilities, the projects, exchange programs for cooperation with a high level of which has limits – 70% (a teacher is foreign scientific society to improve the pedagogical skills involved in the preparation and organization of public of teachers of the new formation. Unfortunately, the events, able to make decisions in difficult situations, financial condition of Ukraine now does not allow proactive in communication, constantly expands the range counting on its more active participation in supporting of professional communication, helps relatives and mobility. friends). We offer an oriented list of documents required for the The ability indicator in the range from 40 to 70% is effective implementation of academic mobility (Figure 7). sufficient. The respondent seeks contact with people, These documents define clear mechanisms for the without limiting the range of his acquaintances, defends implementation of each process of academic mobility; his opinion, plans his work, but the potential of these provide clarifications on the statute and procedure of all abilities does not have a high level of stability. The ability indicator below 40% is characterized as basic. The teacher subjects of international cooperation between Ukrainian does not seek to communicate, feels uncomfortable in the and European universities. Thus, during 2015-2019, new team, limits his acquaintances, prefers to spend time Ukrainian universities have been working with the British alone, has difficulty establishing contacts with the Council in Ukraine to participate in the piloting of audience, poorly oriented in an unfamiliar situation, does experimental programs on foreign language teaching not defend his opinion, has difficulty experiencing insults; methods, within the project “Pedagogical skills of teachers the level of initiative is low, avoids making independent of the new formation”, in compliance with European decisions). standards and recommendations on quality of higher The method of assessing the level of education. The results of monitoring the pilot programs communicativeness [38], allows determining the proved its effectiveness, as they are aimed at the capabilities of the teacher in relation to his characteristics development of modern individual competencies of the of communication in the scientific and educational space. teacher – self-realization of one's own intellectual Thus, a high level of communication is determined by potential, critical thinking in intercultural communication. obtaining from 4 to 13 points; sufficient level – from 14 to In addition, every year the British Council in Ukraine 24 points; basic level – from 25 to 32 points; low level – grants universities the right to use the world-famous from 0 to 3 points. Thus, experimental testing of the Teacher Training Journal in the scientific and educational proposed model allows predicting the growth of process, which costs 496 pounds (approximately 685 pedagogical skills of teachers, their motivation for further thousand USD). Highly qualified teachers of Ukrainian professional success, creativity, critical attitude to the foreign language universities traditionally undergo organization of scientific and educational process, taking professional retraining in the “Schools of Professional into account integrated criteria in national higher Skills” of the British Council in Ukraine [5]. education of the European system.

Figure 7. Internal regulatory support of academic mobility of the universities of Ukraine in the context of the European integration process

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The cooperation of Ukrainian university teachers with the course “German as a Foreign Language”, which helps the Goethe Institute (Germany), which has a network of to increase the cognitive activity of future DLL-trainers accredited partners – German Language Centers on the (multipliers). In addition, they authorize the collection, basis of German and Slavic philology departments, is use and processing of legally protected personal data of fruitful, providing professional development of university applicants required for certification at the Goethe Institute teachers based on methods that meet international [7]. standards. With the participation of socio-cultural projects, In 2015-2019, internships of higher education teachers on the basis of modern German methodological literature, are organized in the universities of Ukraine on the basis of teachers improve their skills and qualifications the following European universities: Pan-European (participation in seminars, workshops and conferences in University (Bratislava, Slovakia); Southeast University of Germany and Ukraine) and are in great demand in the Missouri (Cape Girardeau, USA); Danubius University labor market. Cooperation with partners of the Goethe (Sladkovicevo, Slovakia); Karkono High School (Jelenia Institute enables international scholarships for Góra, Poland); Goethe-Institut (Hamburg-Berlin, participation in methodological seminars on didactics Germany); Ofri Training Center (Jerusalem, Israel); (Schwabisch Hull, Germany) and projects for the Cardinal Wyszyński University (Warsaw, Poland); implementation of the international program “Learning to International Institute of Innovation, Science, Education Teach German” (DLL), which integrates an innovative and Development (Warsaw, Poland); Higher School of approach to research within activities “learning by doing” Economics (Bydgoszcz, Poland); SAS Opti-Nutri and has high requirements for the qualification of German Enterprises (Sergi, La Chauviniere, France); Jagiellonian language teachers, based on the methodology of teaching Collegium of Torun Higher School (Torun, Poland); Old foreign languages [7]. Polish University (Kielce, Poland); John Paul II Catholic As part of this cooperation, the Goethe Institute trains University (Lublin, Poland); West Finnish College DLL-trainers (multipliers), who then provide online (Guittinen, Finland); Maria Grzegorzewska Academy of support and test the methodological support “Learning to Special Pedagogy (Warsaw, Poland); Technical Teach German” in classrooms, provide opportunities to University (Darmstadt, Germany); Institute for Advanced improve the skills of teachers in the partner university, Training of Charles University (Prague, Czech Republic); issue certificates if the course program is successful. North American Scientific Society (Ottawa, Canada) Accordingly, Ukrainian universities are integrating (Figure 8) [23]. The structural distribution of teachers of cooperation with the Goethe Institute through the Ukrainian universities undergoing internships in EU involvement of higher education students in the study of countries is presented in Figure 9.

Figure 8. Innovative approach to the implementation of the program “Learning to Teach German” (DLL) in Ukrainian universities within the European integrated scientific and educational space

Figure 9. Structural distribution of teachers of Ukrainian universities undergoing internships in EU countries, % [23, 39; 40]

166 Pedagogical Skills of a New Paradigm in the European Integration Scientific and Educational Space

The result of the internship of teachers of the Ukrainian important tool for building global scientific potential and national universities is the demand of modern society and enriching intellectual capital with academic and cultural the requirements of European universities for the experience. modernization of curricula and programs. This is a joint The ranking of higher education institutions (HEIs) international work to improve the scientific and TOP-200 is assessed using an aggregate indicator educational process. In addition, European universities (integrated index), which is formed on the basis of and other countries create the most comfortable conditions indicators of direct measurement (80%), expert for teaching and research in laboratories with the latest assessment of the quality of training of higher education technology. Cooperation of national universities with students by employers and academia (15%), as well as European ones, within the framework of the national using international scientometric and webometric data strategy for the development of higher education, allows (5%). These indicators determine the generalized values innovative communications for project activities to be of three criteria: assessment of the quality of scientific and widely used in the educational process [40]. The dynamics pedagogical potential, assessment of the quality of of the development of foreign internships by teachers of education, assessment of international recognition, and Ukrainian universities is presented in Figure 10. their sum is presented as an assessment of the integrated It should be noted that in Ukraine, at the state level, a indicator of free economic activity [40]. One of the main national database has been created on the training of trends in the ranking of the TOP-200 universities is to find teachers abroad in European universities, in order to a balance between the creation of new, critical knowledge, monitor the implementation and development of the research and innovation and the practical transformation academic mobility program. Undoubtedly, in the process of these developments in the development of modern of integration of Ukrainian universities into the European society (Table 2). Publication activity of teachers of the scientific and educational space, the quality criteria for the Universities of Ukraine in scientific publications indexed development of research projects increase, which is an in the Web of Science database, is presented in Figure 11.

Figure 10. Abroad internship of teachers of Ukrainian universities in EU countries for the period 2015-2019, thousand people [23; 39; 40]

Table 2. The best universities of Ukraine according to the results of pedagogical skills of teachers (rating TOP-200), for the period 2018-2019 [40] External Place in the Place in the TOP-200 of Scopus evaluation score Final score rating general rating Ukraine University for the contract 2018 2019 2018 2019 2018 2019 2018 2019 2018 2019 2018 2019 M.P. Drahomanov National Pedagogical 1 1 49 44-45 21 30 99 66 81 105 201 201 University Volodymyr Hnatiuk Ternopil National 2 2 55 54-55 104 115 54 60 66 57 224 232 Pedagogical University K.D. Ushynsky South Ukrainian National 4 4 63 79 69 84 42 157 144 51 255 292 Pedagogical University H.S. Skovoroda Kharkiv National Pedagogical 5 5 69 84 100 113 70 110 100 81 270 304 University Ivan Franko Drohobych State Pedagogical 6 3 106 73 160 123 60 108 120 42 340 273 University

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Figure 11. The best universities of Ukraine in terms of the number of publications indexed in the Web of Science database [40]

Figure 12. Monitoring of stages of integration of information-scientific environment (ISE) of Ukrainian universities into the European system of innovative communications

It is important for the strategy of developing teachers in terms of European integration and high-quality pedagogical skills of university teachers to development of university development strategy is based implement monitoring of the stages of their scientific on the internationalization of research and educational work (Figure 12), as the actual course of organization of activities. An expert evaluation was conducted according the scientific process in the information-scientific to the method [16]. An expert group was created to carry environment (ISE) may differ significantly from the out an intuitive and logical analysis of the components of designed one. the conceptual model and system of improving the The results of the monitoring of the implementation of pedagogical skills of teachers of Ukrainian universities on ISE in Ukrainian universities prove that the integration of quantitative and qualitative indicators, which are the national scientific process into the European system of calculated by formula (1) [17]: innovative technologies should be implemented not by × = × (1 ), (1) increasing the burden on teachers, but by bringing the 2 푗 푑 structure of this burden to European integration 2 requirements of teachers, taking into account individual where, – is the coefficient,푁 훥푄 which− 푔for 0.8 < g < 0.99, in capabilities and creative ideas to self-development and our case is 0.97; – the scope of individual assessments; g 푗 achieving a highly qualified level of competence in – the probability of sufficiency of cases; ( is within 푑 science and education. 0.8 < g < 0.99); – the set value of the error of the 푔 The system of improving the pedagogical skills of collective expert assessment. 훥푄 teachers of Ukrainian universities, according to the objects It is determined that for the reliability of expert of the local life situation, which corresponds to the assessment at the level of probability of sufficiency of personal level of activity and consists of cases = 0.97 not less 20 experts are required. Two psycho-physiological, socio-psychological, cultural and groups of experts have been created: 1 group – 푔 educational factors of personality, requires a criterion representatives of five higher educational institutions (19 apparatus of the phenomenon [21]. Therefore, taking into experts from among scientific and pedagogical workers); account all factors, a methodical approach to the the second group – representatives of organizations of development and implementation of a system for professional associations for the training of teachers of improving the professional skills of Ukrainian university pedagogical skills (6 experts). Assessment of qualitative

168 Pedagogical Skills of a New Paradigm in the European Integration Scientific and Educational Space

criteria of pedagogical skills of teachers in Ukrainian the activities of research and teaching staff; lack of universities on the basis of European integration was mechanisms to encourage teachers for scientific activity carried out at three levels (Figure 13). and productivity; ignorance of the vast majority of According to the results of expert evaluation, the teachers about the European requirements for the positive and negative manifestations of the development university; insufficient awareness of teachers about strategy of Ukrainian universities in the context of the international scientometric databases; lack of need, needs of European integration of scientific and motivation and financial conditions for scientific educational space were defined (Figure 14). internship abroad; availability of only a few Ukrainian Thus, the analysis of the results of expert evaluation professional publications indexed in the databases Scopus made it possible to identify the main factors influencing and Web of Science; low demand for university teachers these phenomena: the lack of quality rating assessment of in the international labor market.

Figure 13. Qualitative criteria of pedagogical skills of teachers of Ukrainian universities at the macro-, mezo- and macro-level

Figure 14. Results of expert evaluation of the development strategy of Ukrainian universities in the context of the needs of European integration of scientific and educational space

Universal Journal of Educational Research 8(11D): 158-172, 2020 169

In order to develop the information and scientific introducing progressive ideas into scientific activities, we environment in the infrastructure of Ukrainian universities, have proposed criteria and indicators of their individual taking into account the intellectual abilities of teachers, scientific rating (Table 3).

Table 3. The proposed criteria and indicators of individual science ranking of teachers in universities of Ukraine The sum of points for the No Name of nomination and criteria criterion I. Preparation of dissertations. Obtaining academic titles 1 Defense of the doctoral dissertation 300 2 Advising on doctoral dissertations (doctoral defense) 150 3 Defense of the candidate's dissertation 150 4 Supervising of candidate dissertations (postgraduate defense) 75 5 Obtaining the title of professor (SAC) 200 6 Obtaining the title of associate professor (SAC) 100 7 Obtaining the title of university professor 100 8 Advising on doctoral dissertations (during the applicant's doctoral studies) 20 9 Supervising of candidate dissertations (during postgraduate studies in graduate school) 10 ІІ. Scientific research work 1 Management of the state budget topic financed by the Ministry of Education and Science of Ukraine 200 2 Participation in the state budget topic funded by the Ministry of Education and Science of Ukraine 60 3 Management of economic contract topic (startup) 150 4 Participation in the economic contract topic (startup) 50 Participation in the implementation of the cooperation agreement: 5 international 50 domestic 25 6 Management of the grant project of the regional (city) level 150 7 Participation in the grant project of the regional (city) level 50 ІІІ. Research work and innovation 1 Scientific works awarded state prizes 250 2 Scientific works awarded industry prizes 150 3 Introduction of scientific research in production 50 4 Acts of introduction of scientific researches in educational process 10 5 Author's certificates 25 6 Patents, inventions and utility models 30 7 Advanced training (internship) 20 8 Economic effect (USD 3.6 thousand per group) 150 Preparation of projects for participation in the competition of state budget research (MES) and grants 9 100 in Ukraine ІV. Representation in scientific metric bases 1 The number of citations in Google Scholar per year 1 citation – 1 point 2 Total number of citations in Scopus + Web of Science 1 citation – 5 points H-index in Google Scholar 3 h – index 1 value – 5 points 10 – index 1 value – 2 points 4 The total number of citations in Google Scholar 1 citation – 0.1 points 5 Number of citations in Scopus (Web of Science) – per year 1 citation – 5 points 6 Total number of teacher publications in Scopus and Web of Science (total) 1 citation – 20 points 7 H-index in Scopus 1 value – 20 points 8 H-index in Web of Science 1 value – 20 points

170 Pedagogical Skills of a New Paradigm in the European Integration Scientific and Educational Space

Table 3 Continuous

V. International scientific activity 1 Joint publications with foreign scientists 1 publication – 15 points Joint publications of scientific works with foreign organizations: monographs, collections of articles 2 1 publication – 50 points (published abroad in the EU language) 3 Joint publications of scientific works with foreign organizations (published in Ukraine) 1 publication – 25 points 4 Participation in editorial boards of foreign publications or indexed by Scopus and Web of Science 25 points 5 Foreign business trips to participate in scientific conferences, seminars, webinars 1 business trip – 30 points Speech at plenary and breakout sessions at international scientific conferences, seminars, webinars (held abroad): 6 - plenary session 50 points - section meeting 25 points 7 Internship in foreign organizations (according to the program not less than 108 hours) 75 points 8 Internship in foreign organizations (less than 108 hours per program) 25 points 9 Internships in foreign educational institutions and organizations online 25 points 10 Teaching in foreign educational institutions and organizations 1 hour – 5 points 11 Registration of projects (applications) for participation in international grants 100 points to developer 12 Participation in international grants 100 points to developer

It should be noted that the implementation of the results globalizing changes in the modern world and the of the conceptual model and strategy of improving the transformational changes taking place in the system of pedagogical skills of teachers of Ukrainian universities on science and education under the pressure of European the basis of European integration will contribute to the integration processes, it is necessary to build a dynamic growth of funding for research (Figure 15). model of a new teacher for a united Europe. Such a model cannot be static for a long period of time, as it must take into account the changes taking place in society, as reforms affect not only the entire training system, but also the individual teacher. Accordingly, it is necessary to emphasize not only the qualifications of the teacher as an individual, but also the qualifications of the university as a whole. In view of this, the national higher education of Figure 15. The amount of funding for research activities of teachers of Ukraine should be an open dynamic system that should Ukrainian universities for 2020-2023, million USD respond instantly to today's demands and be characterized as prognostic. Thus, the participation of teachers in promising The identified effects and risks of changes in the research and competitions will ensure a steady increase in pedagogical skills of teachers in Ukrainian universities public funding for research in universities. It will invent based on European integration confirm the correctness of measures to improve the competitiveness of each teacher the development strategy of national higher education, and by publishing research results in foreign and Ukrainian its compliance with the developed conceptual model in the international publications, in the scientometric database system of professional development. The outlined changes Scopus and Web of Science and to increase the number of in the Ukrainian scientific and educational space respond copyright certificates, patents for the results of intellectual to today's demands, but they may be more tangible than development. the effects.

4. Conclusions Determining the prospects for the development of REFERENCES pedagogical skills of teachers in Ukrainian universities in [1] V. Andrushchenko. Possibility and reality of the the context of the needs of European integration research constitutional process in the European space of education, and educational space proves that the model of Higher Education in Ukraine, No. 4, 9-12, 2012. standardization strategy of the national higher education [2] I. Artomov, O. Vashchuk. Conceptual and legal bases of system is complicated, and a number of new requirements formation of the European educational space, ZakSU, for research and teaching staff become bigger. Given the Uzhhorod, 2011.

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[3] V. Bakirov. World trends in university education, and Education: Scientific and Practical Journal of the Sociological Research, No. 8, 9-15, 2009. Southern Scientific Center of the Academy of Pedagogical Sciences of Ukraine, No. 3, 75-79, 2009. [4] U. Brandenburg, G. Federkeil. How to measure internationality and internationalization of higher education [20] I. Konovalchuk. Theoretical and practical aspects of institutions: Indicators and key figures, Working Paper, No. integration of innovative educational processes. Lifelong 92, 6, 2007. learning: the requirements of the time, Edelweiss, Kyiv, 2012. [5] V. Bykov, Yu. Zhuk. Theoretical and methodological principles of modeling the learning environment of modern [21] O. Kucheriavyi. The concept of training a teacher-researcher pedagogical systems, Problems and Prospects of Formation in a classical university, Native School, No. 4-5, 19-26, of the National Humanitarian-Technical Elite, Vol. 1, No. 5, 2011. 64-76, 2003. [22] O. 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Universal Journal of Educational Research 8(11D): 173-178, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.082423

Diagnosis of Creative Potential of Future Teachers in the Conditions of Higher Education Institution

Sofiia O. Dovbnia1, Nataliia I. Melnyk2,*, Raisa A. Shulyhina1, Nataliia V. Andrushchenko1, Yuliia M. Kosenko3

1Department of Education and Psychology of Preschool Education and Children’s Creativity, National Pedagogical Dragomanov University, 02000, Kyiv, Ukraine 2Department of Foreign Philology, National Aviation University, 03058, Kyiv, Ukraine 3Department of Theory and Methods of Preschool Education, South Ukrainian National Pedagogical University named after K. D. Ushynsky, 65000, Odesa, Ukraine

Received August 17, 2020; Revised October 10, 2020; Accepted November 20, 2020

Cite This Paper in the following Citation Styles (a): [1] Sofiia O. Dovbnia, Nataliia I. Melnyk, Raisa A. Shulyhina, Nataliia V. Andrushchenko, Yuliia M. Kosenko , "Diagnosis of Creative Potential of Future Teachers in the Conditions of Higher Education Institution," Universal Journal of Educational Research, Vol. 8, No. 11D, pp. 173 - 178, 2020. DOI: 10.13189/ujer.2020.082423. (b): Sofiia O. Dovbnia, Nataliia I. Melnyk, Raisa A. Shulyhina, Nataliia V. Andrushchenko, Yuliia M. Kosenko (2020). Diagnosis of Creative Potential of Future Teachers in the Conditions of Higher Education Institution. Universal Journal of Educational Research, 8(11D), 173 - 178. DOI: 10.13189/ujer.2020.082423. Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License

Abstract Reforming higher education in Ukraine is creative potential of future teachers were determined; part of the process of European integration, modernizing developed diagnostic and methodological tools for certain educational activities in the context of European criteria and indicators. Psychological and pedagogical requirements. These changes also apply to the professional diagnostics were carried out to differentiate the levels of training of future teachers of educational institutions, who formation of the creative potential of students of will be able not only to adapt to modern realities, but also to pedagogical specialties. act creatively and think, strive for self-development and self-improvement. The need for innovative approaches to Keywords Creative Potential, Pedagogical Activity, the training of future teachers is determined by the renewal Knowledge and Skills, Originality, University and creation of the content of the educational process in higher education institutions, taking into account the creative development of the individual. Unfortunately, the traditional methods and forms of teaching used in higher 1. Introduction education do not provide full and continuous effectiveness of professional training of future teachers. While the In modern research related to the study of professional specialists of the new formation are required to acquire training of future teachers works authored by N. Melnyk thorough professional knowledge and skills, a high level of et al. [1], N.I. Melnyk and S.O. Dovbnia [2], A.M. intellectual development and civic position, the ability to Bogush [3], I.V. Sopivnyk, T.M. Duka and I.Y. constant personal and professional self-improvement. The Pidlipnyak [4], O.V. Gulai [5] should be investigated. The purpose of the study is to reveal the essence of the creative question of the level of their creative potential was potential of future teachers as a mental basis for considered in the following areas: creative self-realization professional self-improvement of high school teachers and of students, disclosure of their creative potential [6]; experimental analysis of the components of the creative professional self-improvement of students of higher potential of future teachers, the study of teachers' attitudes pedagogical educational institutions [7]; readiness of to professional development. Based on the results of the students for professional self-development [8]. research, the criteria and indicators of the formation of the In the context of the development of the creative 174 Diagnosis of Creative Potential of Future Teachers in the Conditions of Higher Education Institution

potential of the individual, the approach of O.E. Antonova innovate, a high level of general and some special types of [6] attracts attention, according to which the creative intelligence, the ability to form associative ties, developed potential of the individual reflects a person's ability to imagination, strong volitional regulation of behavior and transform in any of the social forms of life. It is defined as activity, independence, ability to manage their condition, an integrative quality of the individual, which including stimulating creative activity. And the high characterizes the extent of its ability to set and solve new creative potential, which is manifested in professional problems in the field of its activities, which has social activity, creative search, the ability to make effective and significance. At the same time, the results of such non-standard decisions, is directly related to the level of activities, assessed depending on the significance of the professionalism of the individual” [12]. It should be noted achieved novelty, can serve as an indicator of the level of that the creative potential of a teacher is not a purely use of the creative potential of the individual. Creative natural gift that a person receives or does not receive from potential is characterized by a person's ability to birth, which indicates the need to create conditions for its self-development, creating something new not only in the development. Thus, the creative potential can and should world around him, but also in himself. The formation and be formed, and further developed. As the sphere of degree of realization of this ability are determined by a actualization of creative potentials is a creative activity, it number of external and internal factors, the optimal should be organized, methodically provided and directed combination of them and consistency in the life of the on increase and constant functioning of creative potential individual [6]. of the student. The system of professional training of We agree with O.V. Sokolova that “pedagogical teachers should be focused on finding optimal ways to creativity of the future teacher is due to the creative form their creative potential, to increase the level of its potential of his personality, which is formed on the basis focus on creative activity, improving the components of of accumulated social experience, psychological, readiness to creatively solve problems of the educational pedagogical and subject knowledge, new ideas, skills and process of younger generations [13]. abilities to find and apply original solutions, innovative The process of formation and realization of the creative forms and methods of work, and, consequently, to potential of the individual is influenced primarily by such improve the performance of their professional functions” personal substructures as natural preconditions (general [9]. M.A. Kuznetsova’s opinion is correct, emphasizing talent, inclinations); experience (knowledge, skills, that a creative person, first of all, creates himself as a abilities); characterological features (independence, person who, before making any innovative transformation initiative, volitional qualities, etc.); motivation (goal in the object world, must change his subject world setting, self-programming, self-regulation). The character accordingly [10]. Spirituality is an indicator of the norm, performs in the process of interaction of the mentioned says the researcher, the integrity and completeness of substructures the function of a means in relation to natural personal development, evidence of the realization and gifts, helping to transform the latter into an experience of disclosure of important human qualities, his creative creative activity. From such interaction grow creative potential. The level of spiritual ability of the individual is abilities, i.e. qualities of the person defining its creative a universal criterion of creativity. Valuable for our study possibilities [6]. The main concept of our study is are the scientific views of M.V. Dyachenko [11], who “creative potential”. Essential in the analysis of this emphasized that the creative potential includes the idea of phenomenon is to determine its structure, which consists self-creation of the individual and his ability to develop their creative abilities in the process of their own efforts, of the following components such as: motivational triggering a positive feedback mechanism, during which component, which expresses the uniqueness of the something man's own creative possibilities are created and interests of the individual, his focus on creative activity; at developed, embodied in his new creations. According to the same time the cognitive motivation of the teacher the scientist, “creative potential – a complex integrated plays a dominant role; the emotional component personality and activity characteristics of man, which characterizes the emotional support of creativity, the includes intellectual, motivational and self-development emotional attitude to the creative process, which components that reflect the set of personal qualities and highlights the emotional and figurative characteristics of abilities of the individual, his psychological state, the psyche; volitional component characterizes the ability knowledge, skills and abilities necessary for development of the individual to self-regulation and self-control; and self-development of the personality by actualization quality of attention; independence; ability to volitional of own creative forces and possibilities” [11]. tension; the orientation of the individual to achieve the We agree with the opinion of A. Derkach and V.G. ultimate goal of creative activity, demanding the results of Zazykin [12] that “the creative orientation of professional their own creativity; intellectual component is expressed interests is a priority characteristic of creative potential. in originality, flexibility, adaptability, speed and These are the need for innovative activity, the ability to efficiency of thinking (Figure 1).

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significant differences in the compared indicators used parametric methods for Pedagogy [16]. At the diagnostic stage of the experiment, 96 students of M.P. Drahomanov National Pedagogical University, who study in pedagogical specialties, were involved. Subsequently, all respondents were divided into 2 groups: experimental (EG – 38 students) and control (KG – 38 students). To assess the state of the levels of creative potential of future teachers identified a number of criteria and indicators: cognitive-personal (the presence of ideas about the features and characteristics of the creative personality,

a positive self-image, the presence of personal qualities); Figure 1. Schematic representation of the creative potential of future emotional and motivational (interest in future pedagogical teachers activities; the presence of positive motivation; the desire We believe that the formation of creative potential of for self-improvement); creative-reflexive (ability to be future teachers will create favorable conditions for the creative in their activities; ability to self-assess upbringing of children in educational institutions, which professional activities; the presence of creative potential). will be focused on creative self-expression, creative, On the basis of the outlined criteria and their indicators active and responsible attitude to life, ready to effectively the levels of formation of creative potential of students of solve various problems. Thus, the raised problem requires pedagogical specialties were characterized: sufficient, a comprehensive solution to a wide range of issues related average and satisfactory. Diagnostic methods and special to the formation of the student's creative personality, the tasks were selected for each of the defined criteria and development of his intellectual, professional, professional indicators of the formation of creative potential of future abilities, as well as creative potential for his future teachers. Within the framework of the empirical research, professional activity. Based on the above, currently a method of diagnosing the formation of the creative relevant and timely is the problem of psychological and potential of future teachers was carried out, which was pedagogical diagnosis of the level of formation of creative carried out in two stages. The first stage involved potential of students of pedagogical specialties. The diagnosing the level of formation of creative potential of results of such work will open up prospects for the future teachers using the test of creative thinking P. development of appropriate effective innovative methods Torrens “Finish drawing”, in particular the identification and techniques for the formation of students' creativity, of such indicators of creative potential as originality and creative style of activity, characterized by a willingness to uniqueness [17]. creative perception and thinking, readiness for self-improvement. 3. Results and Discussion 2. Materials and Methods Students were offered a set of 6 pictures with certain elements, using which, it is necessary to complete the The basis of the theoretical study of the problem was picture to some meaningful image and sign it (1-2 minutes used analysis and synthesis – in order to identify the for each picture). The drawings are interpreted with an essence of the phenomenon under study; method of atlas of typical drawings proposed by the author of the test. terminological analysis related to determining the When finding a similar type, this picture is assigned the categorical status of emotional intelligence in the system originality indicated in the atlas, if the atlas and in this of psychological and pedagogical definitions; abstraction, sample do not have this type of drawing, then such a idealization, formalization and generalization – for drawing is considered unique. The index of originality is systematization and formulation of conclusions, calculated as the average originality of all pictures. We determination of directions of further research of a distinguish the following levels of formation of creative problem. Regarding the empirical private research, we potential: low (index of originality < 0.50), medium used the method of E.L. Shostrom “Personal Orientation (0.50-0.80), high (> 0.80). The second stage of diagnosing Inventory” [14], a questionnaire to determine the the formation of creative potential of future teachers perceived motives for professional development and involved diagnosing the level of formation of intellectual personal development of university teachers (modified potential. At this stage, it was planned to conduct an version of the method O.I. Bondarchuk), modified Eisenko test to establish the IQ (detection of such mental non-variants of the method motives for professional processes as attention, imagination, memory, thinking) in development and personal development of university the range of 90-150 IQ and a test to establish intellectual teachers developed by O.I. Bondarchuk [15]. To identify lability (ability to switch attention, quickly move from

176 Diagnosis of Creative Potential of Future Teachers in the Conditions of Higher Education Institution

solving some problems to perform others, without making potential of future teachers of technology, it is advisable mistakes). to create an intellectual and creative environment for Students were offered a test to establish the IQ, which students in the following pedagogical conditions: contained 40 tasks of different types and different 1) formation of positive motivation for intellectual and complexity, which had to be completed in 30 minutes. creative activity; [18]. The IQ was calculated based on the ratio of the 2) creating a favorable microclimate of the environment number of correct answers with a special graph. Suggest a (humanity and democracy, friendly and partnership test to establish intellectual ability required students to relations with others, the ability to freely express have high concentration and speed of action. They had to opinions, positive emotions); perform simple tasks for a limited period of time (3 to 5 3) limiting barriers to blocking intellectual and creative seconds), which will be read by the experimenter [19]. activity (fears, anxiety, criticism, internal and The subject's answers were recorded on a special form. external conflicts), because constant criticism leads The results were processed according to the number of to hatred, hostility – to aggression, ridicule – to errors (the missed task is also considered an error): 0-4 isolation, reproach – to guilt, support – to faith in errors – high lability, good ability to learn; 5-9 errors – itself. Limiting conformal thinking, giving the average lability; 10-14 errors – low lability, difficulties in opportunity to independently choose goals, retraining; 15 or more mistakes – low success in any objectives and means of their solution (because a activity, in training in particular. We distinguish the person who is not accustomed to act independently following levels of formation of intellectual potential: low and take responsibility, loses confidence in their (IQ) < 110, low lability), medium (IQ ratio 110-116, abilities, the ability to be creative); average lability), high (IQ ratio > 116, high lability). Thus, 4) application of active (heuristic, problem-solving, the state of formation of the creative potential of the future research), interactive methods (“brainstorming”, teachers is determined as a result of the ratio of indicators “microphone”, “decision tree”, “aquarium”, “big of the formation of intellectual and creative potential. circle”, etc.), design methods (fantasy method, When diagnosing the formation of intellectual and sample method, the method of focal objects, the creative potential of future teachers, it is necessary to take method of creating an image of an ideal object, the into account a certain pattern, which was studied by basics of the theory of solving inventive problems) in solving a problem situation (these methods stimulate scientists V.N. Druzhinin [20] and M.A. Kholodna [21], the independent discovery of new, strengthen the and which we traced in the course of our research. This student's faith in their ability to intellectual and pattern is that in the process of intellectual and creative creative activity). activity there is a certain “threshold” of IQ of the individual, beyond which the possibility of creative The study of the structure of creative potential of future activity is limited. That is, with low human intelligence teachers as a mental basis for professional (IQ < 90) limited expression of creativity, but, along with self-improvement of high school teachers allowed us to this, too high an IQ of the individual (IQ > 116) can conclude that among its main essential components is inhibit the creative activity of the individual (while the cognitive-personal (presence of ideas about features and indicators of creative potential will be low). Therefore, in signs of creative personality, positive self-perception, our opinion, for future teachers, who first of all should be personal qualities); emotional and motivational (interest in creative individuals, it is necessary to have a high level of future pedagogical activities; the presence of positive intellectual potential, while creative potential should be at motivation; the desire for self-improvement); a high level, and intellectual – not “beyond” the IQ of creative-reflexive (ability to be creative in their activities; creative personality. During the study, it is advisable to ability to self-assess professional activities; the presence compare the student's success, the activity of his of creative potential). Thus, the creative potential of future participation in research, problem-solving, intellectual and teachers is a mental (intelligence, empathy sensitivity) creative activities with indicators of the formation of basis of pedagogical activity, an integral component of intellectual potential. If the indicators of this personal professional self-improvement, synthesis of intellectual education exceed the indicators of his educational activity, and mental, rational and irrational, harmonious it indicates the unrealization of his potential. The reason combination of affect, intellect, will. for this may be low motivation of future teachers to intellectual and creative activities, insufficient authority of knowledge in the minds of students, insufficient 4. Conclusions differentiation and individualization of educational activities, insufficient creation of conditions for the Experimental study of the impact of emotional and development and realization of intellectual potential. creative intelligence on professional development and In order to form a high level of intellectual and creative competence of future teachers allowed to summarize the

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Universal Journal of Educational Research is an international peer-reviewed journal that publishes original and high-quality research papers in all areas of education. As an important academic exchange platform, scientists and researchers can know the most up- to-date academic trends and seek valuable primary sources for reference.

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