ОСОБЛИВОСТІ ПІДГОТОВКИ ЗДОБУВАЧІВ ВИЩОЇ ОСВІТИ ДРУГОГО (МАГІСТЕРСЬКОГО) РІВНЯ ПЕДАГОГІЧНОГО ПРОФІЛЮ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ: ПРАКТИЧНИЙ АСПЕКТ

This study aims to promote the development of vocational education in our country energetically. The analysis is followed by introducing the course of development on vocational and technical education in Britain and summarizing the successful experience of vocation in our country with strengthening the funding and legislation for the state of vocational education as well as putting forward suggestions for reform and innovation of education to improve the system of certificates.

<p>The article deals with the problems of the quality of education. It has been<br> determined that the quality of education is considered as the degree of compliance of<br> a set of characteristics with the current requirements. The quality of education is<br> aimed at meeting the requirements of several stake holders: consumers, owners,<br> employees of institutions, organizations and the society as a whole. In connection<br> with this, the assessment of the quality is a complex and controversial social process<br> which cannot be reduced to control only. A significant regulatory framework which<br> should regulate and ensure the quality of educational processes, the quality of<br> providing educational services, the quality of specialists’ level of competence has<br> been analyzed. The legal acts which guarantee the specified processes include: the<br> Law of Ukraine “On Higher Education”, the Regulations “On the Educational<br> Process Organization in Higher Educational Institutions”, the Regulations on<br> Graduate Education, the Regulations of the Ministry of Education and Science of<br> Ukraine “On the Organization of Research Work of Students in Higher Educational<br> Institutions” and others. Higher educational institutions of Ukraine have the<br> authority to develop their own normative documents which take into account the<br> specifics of the university and the peculiarities of the organization of the educational<br> process (for example, the Regulations on the Сertification for the Educational<br> Degrees “Bachelor” and “Master” of H.S. Skovoroda Kharkiv National Pedagogical<br> University, Regulations on Teaching Practice of Students of the H.S. Skovoroda<br> Kharkiv National Pedagogical University). The guideline for ensuring the quality of<br> education is the international standard ISO 8402:1994 (which complies with the state<br> standard of Ukraine DSTU 3230-95). It has been noted that other standards also<br> function successfully. The issues of the quality are important not only for universities,<br> state institutions, public organizations, but also for all stake holders of the<br> educational process in Ukraine (prospective students, their parents, students,<br> teaching staff, employers). In order to monitor the quality of providing educational<br> services and the level of education in general, the article describes innovative<br> approaches to the implementation of this process. It has been determined that it is</p> <p>necessary to take into account the achievements of native and foreign pedagogy,<br> international experience in assessing the quality of higher education, to provide a<br> permanent communication between students and teachers, to understand employers’<br> demands, to continuously improve the scientific and methodological level of teachers,<br> to create conditions for mobility of teachers and students, to build up the material<br> and technical base.</p>

DOI: https://doi.org/10.26565/2074-8922-2025-85-23 The purpose of this article is to study the impact of information technology (IT) proficiency on the methodological culture of vocational education masters. The practice of applying information technologies in vocational education has shown the following: a) their use significantly increases the motivation of students to learn; b) the informatization of education reduces the psychological tension of communication between students in the system of new objective relationships between “student – computer – teacher”; c) the informatization of education increases labor productivity and improves the information culture of university teachers. The new generation of specialists must have an educational background enabling them to effectively and quickly master not only the technological devices and equipment already created by previous generations, but also those that may appear in the future. They must be prepared for the further development of science, engineering, and technology. The modern understanding of the readiness of university graduates to master new information technologies includes: knowledge of IT tools and the ability to use them; the ability to obtain, analyze, and apply information; good adaptability, expressed in the ability to cope with information loads caused by the renewal of industrial technologies, etc. The research methods included: a comprehensive analysis of scientific psychological, pedagogical, and methodological sources; synthesis and generalization of appropriate approaches to solving the problems under study. It is advisable to integrate modern information technologies into all vocational educational disciplines, which will require a certain level of professional training from teaching staff, their knowledge of the potential of these technologies, as well as the ability to use all their capabilities for practical and scientific purposes. The integration of information technologies into the educational process should be pedagogically appropriate and justified, and serve as an additional factor, rather than a total replacement of traditional forms, methods, and means of teaching in the modern professional education system. It seems promising to identify the organizational and pedagogical conditions for developing information culture as a component of methodological culture in future master's students in vocational education. In cites: Kovalenko O. E., Pielykh A. A. (2025). Proficiency in information technologies as the basis of modern methodological culture of master's degree students in vocational education. Problems of Engineering Pedagogic Education, (85), 266-277. https://doi.org/10.26565/2074-8922-2025-85-23 (in Ukrainian)

Dynamic changes in socio-political life, European integrative aspirations of Ukraine and the development of a democratic society determined a number of reform changes in the system of national higher education, which affected the spread of academic freedoms and the universities institutional autonomy. The article points out the role of university autonomy and its measuring; the content of academic autonomy is revealed; it is the focused on one of its components – the rating assessment of research and teaching staff professional activities. The aim of the article is to determine the role of academic autonomy as a necessary condition for the evaluation of scientific and pedagogical activities of university teachers and justify the importance of such self-esteem in the system of internal quality assurance of higher education. The article points out the connection between the rating assessment of scientific and pedagogical staff of the university with its mission, vision and development strategy. It is noted that the rating of the university teachers’ professional activities is a multilevel, integrated and complex process, which aims to study the level of quality assurance in higher education at the university and develop and justify management decisions to improve it. Based on the comparison of normative documents and open sources on the Internet of Ukrainian universities from different Ukraine regions and universities included in the QS World University Rankings 2022, it was carried out the analysis of the rating assessment the professional activity of research and teaching staff of higher education institutions. The analysis of self-assessment methods made it possible to identify both common criteria and approaches, аnd certain specifics in the rating policy of higher education institutions, which indicates the institutional autonomy of Ukrainian universities. Generalization the rating assessment practice of research and teaching staff in higher education institutions of Ukraine provides a key to understanding the existing problems and unused reserves in the internal system and the process of ensuring the quality of higher education. Further study the practice of teaching staff professional activities' rating assessment in higher education institutions and taking into account the experience will help to optimize the internal providing system of higher education quality.

The aim of the work is to investigate the possibility of introducing the system of humanitarian demining into the educational process of higher education institutions (HEIs) of Ukraine. The introduction of modern equipment against improvised explosive devices explosive items, for example remotely controlled ones, was also studied. Methods used: content analysis, semi-structured interviews, and self-assessment of the sapper’s competence. The conducted research for the first to describe the results of the possibility of introducing a system of humanitarian demining in HEIs of Ukraine, where it has not yet been introduced. It was found that educational institutions for military training in various fields have sufficient material and technical resources for professional training of demining personnel. It is also proposed to renew or renovate the demining equipment, as well as introduce a project activity on the development of remotely controlled mechanisms against explosive items into the educational process. The results can be useful to researchers and teachers who are working on updating the content of education in accordance with the current security needs. Further research should be conducted on the monitoring of new demining equipment.

The article clarifies the essence of moral and ethical culture and identifies the most effective forms and methods of its cultivation in future teachers in the educational process of higher education institutions in both Ukraine and the United Kingdom. It has been established that moral and ethical culture is an integrated quality of the personality of a future teacher and develops in the course of constantly solving pedagogical tasks related to the moral and ethical education of schoolchildren. The education and further development of the moral and ethical culture of future teachers is carried out in the process of their active participation in professional activities. We define the moral and ethical culture of future teachers as a system of moral and cultural values, value orientations and moral norms. It has been established that the process of educating future teachers in moral and ethical culture combines both traditional and interactive methods. Among the leading forms and methods of fostering moral and ethical culture in future teachers in higher education institutions in Ukraine are: organising thematic research and role-playing games; brainstorming; jointly developing codes of ethics for analysing complex situations; conducting dialogue; modelling ethical behaviour; conducting classroom sessions using interactive teaching methods; developing a personal ‘Teacher's Code of Ethics’ through joint exercises; encouraging future teachers to reflect on their professional roles, responsibilities and the ethical consequences of their actions; providing examples of ethical behaviour; encouraging group discussions to generate ideas and resolve ethical situations; involving students in small group work to promote dialogue and interaction; analysis of educational videos by students to identify violations of ethical standards, and some others. It has been established that, unlike Ukraine, the United Kingdom pays special attention to the ethical education of teachers. The forms and methods of moral and ethical culture education of future teachers in Ukraine and the United Kingdom have been compared. Obstacles that hinder the effective organisation of ethical education for future teachers in the United Kingdom have also been identified.

In the article, the authors highlight the advantages and summarize the experience of using information and communication technologies in the educational process of higher education institutions of central Ukraine, namely: Kyiv University of Civil Engineering and Architecture, Ukoopspilka University of Economics “Poltava University of Economics and Trade” and National University “Poltava Polytechnic named after Yury Kondratyuk” in the conditions the COVID-19 pandemic and the Russian Federation's war against Ukraine. It has been proven that the use of these information and communication technologies contributes to the organization of the educational process in the conditions of new challenges and threats in educational institutions. It is noted that higher education institutions of Ukraine have a sufficient number of high-quality information and communication technologies, successfully solve the problems of organizing distance learning and adapt to new challenges and threats during the period of war and pandemic in the conditions of the development of the digital economy. The analysis of the use of distance learning information and communication technologies among students of various educational and professional programs is determined as a perspective for further research.

The relevance of the paper is due to the fact that the use of artificial intelligence (AI) technologies in education is determined by global trends in the digitalization of the learning process and the need to adapt educational systems to contemporary challenges. Foreign experience in implementing AI demonstrates significant potential for personalizing learning, automating assessment, and analyzing data on the performance of participants in the educational process. Studying successful practices from other countries can reveal effective methods for integrating innovative technologies into the learning process. The purpose of the present article is to examine the current state of the use of artificial intelligence technologies in the educational processes of various countries around the world. The methodology of the research is based on the general scientific and special methods of cognition such us analysis, synthesis, logical method, monitoring, and the method of visualization of the research results. The conclusions. The global experience of applying artificial intelligence in education demonstrates significant potential for these technologies to personalize learning, enhance the effectiveness of the educational process, and expand opportunities for both higher education students and educators. Foreign experience shows that various countries are already actively using AI-based innovative solutions to enhance the effectiveness and quality of education. At the same time, the implementation of AI in education is accompanied by certain challenges and risks that must be considered and addressed at both national and international levels. However, given the rapid growth of investments and innovations in this field, it can be expected that AI will become an integral part of the education of the future, transforming the learning process and opening new horizons for the development of human potential. The scientific novelty of the research. A comparative analysis of the implementation of artificial intelligence technologies in the educational process of different countries, including China, the USA, the United Kingdom, and Japan, has been conducted. Key features of AI integration in the field of education and its impact on learning personalization, process automation, and the improvement of educational outcomes have been presented. The practical significance of the article. The research results can be used to develop strategic approaches for the implementation of artificial intelligence in Ukrainian higher education institutions. The proposed recommendations will enable educators to effectively integrate innovative technologies to enhance the quality of education and improve student learning outcomes through personalized learning and the automation of routine tasks.

The article is devoted to the problem of electronic didactic games creating and using in the process of training bachelors majoring in «Vocational Education» in higher education institutions. The Professional standard «Teacher of vocational training» and the Standard of Higher Education of Ukraine of the first (bachelor's) level, fields of knowledge 01 «Education / Pedagogy», specialty 015 «Vocational Education (by specializations)» are analysed. The aim of the study is to reveal the features of the creation and use of electronic didactic games in the process of training bachelors majoring in «Vocational Education». Methods. The research methods used by the author are the analysis of concepts and scientific sources, government documents, modelling, synthesis and generalization of the obtained data. Results. It was found that the general competencies, job functions and vocational competencies (by work action or group of work actions) of the professional standard were clearly correlated with the general and vocational competencies of the Standard of Higher Education. It is proved that the acquisition of competencies provided by the first (bachelor's) level, field of knowledge 01 «Education / Pedagogy», specialty 015 «Vocational education (by specialization)», which meet the Standard of Higher Education, will enable graduates to perform the relevant job functions of vocational education teacher in vocational education institutions. It is argued that, in connection with the digitalization, gamification and distancing of education, it is important to form the «Vocational Education» seeker’s ability to use modern information technologies and integrate them into the educational environment. It is noted that the special attention in the forming of the vocational education future teachers' ability to use modern information technologies and integrate them into educational environments should be paid to students’ ability to use electronic didactic games in the educational process. It is stated that the ability to create and use electronic didactic games, interactive exercises correspond to the methodological and creative level of the formed ability of vocational education future teachers’ to use modern information technologies and integrate them into the educational environment. The list of the most effective, according to the author’s opinion, modern web services for the electronic didactic games creation is given; the electronic didactic games developed by students in the course of the discipline «Creative learning technologies» are presented. It is noted that the game is a relevant and effective curricular and extracurricular form in the education system. The content of the concepts «didactic game» and «electronic didactic game» is considered. Conclusions. It is proved that the use of electronic didactic games in the educational process can purposefully develop critical thinking and flexibility, the ability to analyse, compare, classify, systematize, structure, generalize etc.

The article shows the possibility of using hardware ProComp Infiniti System with BioGraph Infiniti Software in the educational process of higher education institutions in Ukraine in different directions of training, including specific training conditions. The Infiniti system monitors and records a wide range of physiological and mechanical signals, analyzes and provides real-time biofeedback through various auditory and visual aids. The authors analyzed scientific and professional literature on the development and introduction of specialized software products in the educational process of higher education institutions in Ukraine and across the globe. The paper defines the advantages and prospects of carrying out a cycle laboratory work and research with BioGraph Infiniti tools and the principles of work with ProComp Infinity hardware. The didactic conditions of use of BioGraph Infiniti Software in the educational process of higher medical education institutions and universities of internal affairs of Ukraine are defined for formation of informational and subject competence of Ukraine’s students. Attention is focused on ensuring the flexibility of the educational process by means of variability, changes in the content and methods of education, forms of organization of educational classes with a direct practical component, a combination of different education methods for students of various types of higher education institutions. The possibilities of development of a series of laboratory works with their further placement in the virtual educational environment "Laboratory works system with specialized software Biograph Infiniti" are considered. Each laboratory work is created according to the principles of scientificity, integrity and professional orientation of education and includes 3 levels: general (basic), psychological and medical-biological.

The paper highlights the opportunities for implementing an cross-disciplinary approach in institutions of professional pre-higher and higher education in Ukraine under conditions of decentralization. The paper aims to identify the status and prospects of implementing the cross-disciplinary approach in institutions of professional pre-higher and higher education under conditions of guaranteed academic autonomy. The following theoretical methods are used in research: analysis of scientific literature and legislative acts; synthesis, systematization and generalization of the obtained results; surveys; statistical processing of empirical data. The results. It is found out that the academic autonomy of vocational schools and higher education institutions in Ukraine is declared at the state level through the right to introduce specialties, develop and implement educational programs, independently determine forms of education and forms of organizing educational process, determine the content and curricular, provide publishing activities. The results of the survey among both vocational schools teachers and higher education institutions teachers show that the realization of the right to academic autonomy for different participants of educational process is not equal. They are most implemented for the education institutions administration, then for teachers and only then for students. It is substantiated that implementing the principle of autonomy of pre-higher and higher education institutions under the conditions of increased influence of the global labour market on education and growing qualification gap actualizes the need to introduce the cross-disciplinary approach. A survey aimed at introducing forms of cross-disciplinary education shows their above-average use in vocational schools and higher education institutions, mostly in cross-disciplinary links, combining knowledge, methods from different specialties while studying individual subjects and between disciplines in the curriculum. The direction of development of cross-disciplinary programs is the least realized in practice. Conclusions. Positive developments in terms of efficiency, productivity, quality and affordability are possible only if all the stakeholders unite their efforts as well as the staff of vocational schools and higher education institutions start to work together. The research provides the basis to assert that the strategic directions for developing educational sector in Ukraine aimed at decentralization and autonomy identified at the state level are relevant. The autonomy of educational institutions improves the quality of vocational education through the development and implementation of new specialties and specializations, the integration of educational programs within individual specialties, strengthening cross-disciplinary links at the level of content and teaching methodology.

The article analyzes the concept of "competence", reveals the essence of the competence approach to the training of future teachers of higher and vocational pre-higher education in the process of studying higher school pedagogy. The interrelationship of the concepts of competence, competency, readiness of a master's degree graduate (a future teacher of higher and vocational pre-higher education) is considered. Competence of a Master of Education is defined as the ability to use knowledge, skills and abilities, personal qualities, attributes and experience in specific practical activities, as well as to be responsible for one's duties. Competence is considered as a range of attributes and requirements for a teacher at a higher education institution. Mastery of competencies by the future Master of Education ensures the implementation of a number of competencies that meet the requirements for professional activity and the fulfillment of the teacher’s responsibilities and duties. The result of pedagogical training of specialists should be the readiness for innovative pedagogical activity, which is interpreted as a complex dynamic personal multi-component education, which includes a target component (professional-pedagogical orientation); basic (pedagogical abilities); operational (competencies). The main directions of implementation of the competence approach are characterized, which include: humanization, pedagogy, individualization, creation of an adaptive educational and developmental environment, activation of the educational and cognitive activity of applicants of the second (master's) level of higher education, increasing the level of responsibility for choosing a teaching profession and performing the functions of a higher education teacher and vocational pre-higher education; the content of each direction is revealed in the context of the modernization of pedagogical training of higher education graduates – master's students in the conditions of transformation, digitalization of Ukrainian society and education. Some aspects of the introduction of modern innovative technologies, implementation of interdisciplinary ties in the teaching of pedagogical disciplines are reflected.

PurposeThis study explores the similarities and dissimilarities among master and bachelor students, which impetus on the marketing strategies for private higher education (HE) institutions to have more intake of master students.Design/methodology/approachThe unit of analysis of the present study is the master and bachelor students from the four leading private universities in Malaysia. Based on the extensive literature review and expert opinion, the framework and the structured questionnaire have been conceptualized. A sample of 410 students responded to the structured survey questionnaire, and the question items were adapted from the existing literature.FindingsThere are statistically significant differences between master and bachelor students on the dimensions of smart classroom, peer support, patnership and perceived benefits. Interestingly, master students are highly influenced by smart classroom, peer support and perceived benefits, while bachelor students favor patnership.Practical implicationsThe present study provides a conceptualized research framework with some new dimensions, which can be used to examine the factors influencing master's and bachelors' students. Further, the differences in the perceptions of the master and bachelor students were tested to study the performance of the private HE institutions.Originality/valueThis study suggests marketing strategies for private HE institutions in developing countries since the masters' intake of students has been declining. Findings of this study will help private universities in developing countries to enhance procedures and formalities of curriculum and functional operating systems to achieve Higher Education Success.

The study notes that modern transformation processes are raising the issue of improving the quality of higher education. According to the Laws of Ukraine «On Education», «On Higher Education», «On the Principles of the State Language Policy» and the National Strategy for the Development of Education in Ukraine for the period up to 2021, the main goal of the activity for higher educational institutions is to train highly qualified specialists competitive in the labor market, capable of effective work at the level of international standards. Taking into account the experience of teaching foreign languages at higher educational institutions of Ukraine (the second half of XX – the beginning of XXI century) we have the opportunity to address the definition of pedagogical conditions that contribute to the successful application of historical and pedagogical achievements in modern educational practice.It was clarified that various aspects of the problem of determining the essence of pedagogical conditions as a scientific category were raised in the works of V. Andrieiev, Yu. Babanskyi (general didactic analysis of holistic pedagogical process), H. Yelnikova, T. Shamova (creation of educational environment), V. Volkova, V. Hrynova, V. Lozova (development of teacher's professionalism), etc. In the presented study pedagogical conditions are considered as specific circumstances that arise as a result of purposeful and systematic selection, modeling and implementation of the educational process elements in order to effectively solve the educational problems.The generalization of the results of general didactic, scientific and methodological scientistsʼ searches of the study period (I. Zymnia, Ye. Pasov, V. Safonova, V. Furmanova, etc.) showed that interactive learning – is a specially organized cognitive activity that creates comfortable psychological and pedagogical conditions of learning, provides the course of internal processes of activation and facilitation, makes it impossible to dominate one participant in the educational process over another. The interactive organization of the educational process involves an active and equal (subject-subject) interaction of all its participants; to a certain extent, it is a process of mutual learning, in which the teacher and the student are united by a common educational purpose, with mutual reflection on the results achieved. Taking this into account, the pedagogical conditions for teaching foreign languages at higher educational institutions (the second half of XX – the beginning of XXI century) are presented as an interconnected complex of the basic components of the educational process, reflecting the content, methods, techniques, forms and types of learning, as well as provide the most productive formation of the current level of foreign language communicative competence of students relevant to the modern labor market.The study has determined that the pedagogical conditions of interactive learning of foreign languages at higher educational institutions of the study period should include: 1) the formation of motivational, valuable, cognitive and verbal spheres of students’ personality by means of systemic application of transdisciplinary links and information and communication technologies; 2) the implementation of cognitive, communicative and responsive (adaptive) strategies of educational activity through the organization of dialogical and educational interaction between the teacher and students (between students); 3) ensuring a high level of activity and independence of students through immersion in professionally oriented problem situations; 4) ensuring the professional orientation of the learning process.

The development of modern society in the world takes place in the era of rapid development of information technologies in all fields of human activity, including education. Therefore, one of the main ways of solving the problem of education modernization is the introduction of information technologies and combination with traditional educational means. The issue of ensuring the high level of information and communication technologies in the educational process becomes more urgent every year. The experience of teachers of higher education institutions shows the effectivenes of information and communication technologies integration in teaching English. Information and communication technologies enable students to be involved in the learning process, increase students’ motivation and their interest in learning English. The use of information and communication technologies in the educational process gives the possibility to reduce the time for mastering the material at the expense of clarity and to check students’ knowledge in the interactive form. The article deals with the use of modern information and communication technologies in the process of teaching English in higher education. Aspects of information and communication technologies in the process of learning a foreign language are theoretically grounded. The experience of information and communication technologies implementation in the educational process of higher educational institutions is analyzed and the main advantages and disadvantages of their application are characterized. The experience of using Quizlet (an application that helps in learning new words, phrases, terms faster and more effectively) in teaching English at the National Technical University of Ukraine “Kyiv Polytechnic Institute of Igor Sikorsky” was analized in the context of the analysis of information technologies in higher educational establishments of Ukraine.