The purpose of the work is to analyse the current trends in the development of domestic pedagogical systems in the context of digitalization of society.
The research methodology consists in the use ...of methods of scientific analysis, pedagogical positions on the issues of digitalization of education, implementation of systemic and integrative approaches.
The scientific novelty consists in highlighting the main trends of the prospective pedagogical system. The main trends include: humanization and humanitarianization; national orientation; openness; science; continuity; digitalization. An analysis of each trend is presented and their role in the development of education is determined. It has been established that the digitalization of education creates prerequisites for the wide implementation of psychological and pedagogical developments in pedagogical practice, which allow to intensify the educational process, implement learning ideas, including within the framework of new models.
Conclusions. Summarizing the analysis of the main trends and features of pedagogical systems at the current stage, it is very important to take into account the orientation of global educational processes. This is primarily an orientation to the individual, development of creative potential; openness of education as a condition of professional flexibility, mobility of a specialist, his ability to self-education and professional self-development; the need for interconnection and coordination of various stages of professional training, retraining and advanced training. Therefore, in order to modernize the pedagogical system of Ukraine, the national traditions and prospects of the country should be determined, taking into account the current trends in the development of digital technologies and the experience of foreign education systems.
The article is devoted to the analysis of prospects for the development of education from the point of view of educology and futurology. The author emphasizes that the idea of the future has gone ...from science fiction to modern expectations and assumptions based on interdisciplinary and multidisciplinary approaches, which allow scientists to understand the role of the future in the everyday life of humanity, in particular, to connect thinking with temporality, memory and modern technologies. The article examines the key competencies of future education, which are important for sustainable development both in the European, North and South American, Asian educational space, as well as for some specific regions of the world. Particular attention is paid to the differences in the concepts of competences corresponding to different circumstances in different regions of the world. On this basis, the article characterizes competences that are oriented towards the future and that must be developed in the educational process of university training: competence in anticipatory thinking; competence in interdisciplinary research; competence in cosmopolitan perception of changes and perspectives; competence in working with incomplete and complex information; competence in cooperation; competence in individual decision-making; competence in self-motivation and motivation of others; competence in thinking about individual and cultural patterns; competence in independent actions; competence in ethical actions; capacity for empathy and solidarity. The author focuses on those competencies recognized by all scientists regardless of the region of the world - this is the development of systematic, anticipatory and critical thinking. Key competencies have different relevance and meaning in different contexts and regions. Against this background, it becomes clear that universities must take into account certain differences when thinking about what key competencies students should develop in the educational process of higher education. Today, researchers of the future are trying to change the subjective thinking in the social sciences, humanities to an interdisciplinary and multidisciplinary approach, which are devoid of ideological, religious, racial or ethnic doctrines. This especially applies to the educational sphere, in which it is necessary to overcome the separation of information in individual disciplines, which hinders the formation of a holistic imagination regarding the development of society, its structure, mechanisms of activity, etc.
The article examines the trends in the development of the educational system in recent years in Ukraine and the world in the context of neuropedagogy. Particular attention is paid to the factors that ...have influenced the strengthening of the role of education in the world, in particular, the strengthening of the state's interest in financing education. The article updates the inextricable connection between the country's economy and the level and quality of education. The author points out the advantages of education support systems in some advanced countries of the world, which can be used as a model experience for domestic educational reform, in particular due to the use of neuropedagogy. The most important trends in the development of education in the world educational space are analyzed. The author notes that the quarter-century experience of the 21st century civilization determines a number of trends according to which it should develop in the future. Among them, for example, the transition of most nations and cultures to market relations is leading in the economy; in politics - to democracy; in social communication - to tolerance; in the general organization of life activities - to an open society and models of sustainable human development, etc. Because education (and science), which prepares a person for independent life, shapes his view on the future development of civilization.
The goal is this paper is to study - thoroughly and systemically - the experience of developing countries in human capital management, determine its most perspective directions, and prepare the ...methodological recommendations for the most precise measuring and applied recommendations for the most effective management of human capital quality in developing countries. The originality of this paper is due to a new treatment of human capital quality - from the positions of the contribution to socio-economic development. According to a new treatment, an authors' methodology of evaluation of human capital quality in developing countries is developed. Its application allows proving the imperfection of the existing approach to the management of human capital quality in developing countries and low quality in 2020 (below 0.3 for all countries, and 0.07 on average). For developing countries in the period until 2030, it is recommended to focus on the most perspective directions: increase of the level of digital/technological skills (weight: 0.25), an increase of employee training (weight: 0.17), international experience (weight: 0.14), and increase of foreign highly skilled personnel (weight: 0.14). According to the optimistic scenario, the quality of human capital will grow in most directions in developing countries in the period until 2030, which will ensure the increase of output per worker by 37.06%, economic growth rate by 26.92%, the Global Competitiveness Index by 25.07%, and the Quality of Life Index by 13.23%.
One of the core objectives of the Washington Agreement, the most influential international agreement on the mutual recognition of degrees in engineering education, is to ensure the continuous ...improvement of professional teaching. Education for sustainable development is a vital direction of teaching reform and development of higher engineering education. Taking a Raman spectroscopy course as an example, this paper discusses VR-based course design and the strengths and limitations of a VR-based course. The idea of computational thinking and immersive learning is realized by introducing VR technology. Based on the research status in the field of Raman spectroscopy, the contents of 10 Raman spectroscopy courses are redesigned. Through a questionnaire survey, peer review, and interview, the rationality of the course design is evaluated, and based on this, a feedback mechanism is established to ensure the continuous improvement of the course. Eventually, the advantages and disadvantages of the new curriculum are evaluated, and the development direction and limitations of the corresponding teaching model are put forward. According to the research, although 85% of the students said that it is difficult to accept the VR-based course at short notice, 90% and more of the students recognize this new teaching model. They believe that the VR-based course changes their traditional learning habits and helps cultivate self-learning ability. The research results can be utilized as a crucial reference for engineering education reform and provide a reliable model for the sustainable development of education.
Overcoming the challenges of Covid-19, every person at an educational institution has faced changes in the workplace environment from working time, scope and content to the transformation of ...psychological, emotional and physical relationships. The attractiveness factors of workplace environment are essential in thinking of, developing and accepting sustainable attitude, sustainable education and sustainable development in everyday life. The aim of the article is to present the results of the research on the attractiveness factors of workplace environment and organizational culture of educational institutions from the point of view of teachers and heads of educational institutions, evaluating them in the context of sustainable development of education, based on theoretical analysis of literature sources and empirical research. Quantitative research method – survey – was used in the study. 97 participants (teachers (n=84) and heads of educational institutions (n=13)) from different educational institutions of one of the biggest cities in Latvia, Daugavpils, took part in the study. The data were processed in accordance with research ethics and personal data protection, visualized on the basis of numerical data units.
The gained data indicate that the most important factors for the attractiveness of the workplace environment for both teachers and heads of educational institutions are relationships, work fit and security. Respondent groups cite ‘responsibility’ and ‘location’ as the least important factors in making the workplace environment attractive. Workplace attractiveness factors are a combination of workplace environment and organizational culture, and they are interrelated concepts. The results of the study show that both teachers and heads of educational institutions value an innovative culture in the organization that is characterized by the following statements: ‘willing to take risks, a result-oriented, creative, stimulating, challenging’ and they appreciate a supportive culture in the organization that is characterized by the statements ‘willing to cooperate, encouraging and sociable, recognizing personal freedom’. There are statistically significant differences in opinions on the attractiveness of the workplace environment (such as ‘contribution’, ‘recognition’, ‘innovation’ and ‘responsibility’) among teachers and heads of educational institutions.
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