ВЛИЯНИЕ РАЗВИТИЯ ТЕХНОЛОГИЙ ИСКУССТВЕННОГО ИНТЕЛЛЕКТА НА ПРОФЕССИОНАЛЬНОЕ ОБРАЗОВАНИЕ

The relevance of the study is conditioned by the need to promote the results of scientific, educational, information-analytical, advisory activities of the unified scientific institution in Ukraine that provides scientific and methodological support to domestic vocational and professional pre-higher education, which is in a state of reform. Purpose: to characterize the current challenges and risks for the system of professional and vocational pre-higher education, highlight the main results of the Institute of Vocational Education and Training of the National Academy of Educational Sciences of Ukraine (hereinafter: institute of VET of NAES of Ukraine) in 2021 and prospects for its further development. Methods: theoretical (analysis, synthesis, generalization); empirical (study of legislative and regulatory documents in the field of vocational and professional prehigher education, analysis of the results of structural units of the institute of VET of NAES of Ukraine and materials published on its official website and the website of the professional journal "Professional Pedagogy"). Results: The Institute of Vocational Education and Training of the National Academy of Educational Sciences of Ukraine is presented as a single scientific platform that provides scientific and methodological support for the modernization of modern vocational and professional prehigher education; conducts research on issues relevant to vocational and professional higher education; develops and implements pedagogical innovations in educational institutions (concepts, methodological systems, methods, technologies, etc.); carries out innovative educational activities of different levels; prepares highly qualified personnel for vocational, professional pre-higher and higher education in the specialties 011 Education. Pedagogy and 015 Vocational education (by specializations); is engaged in publishing, information-analytical and expert activities; actively develops international scientific relations, participates in international scientific and educational projects; systematically implements the principles of predictability, academic freedom, integrity, student-centeredness. The main challenges and risks in the activities of the scientific institution are described, its current tasks and ways to solve them are identified. Conclusions: the main challenges to the system of vocational education are described (strengthening of world integration processes, rapid development of digitalization, nationalization, greening, internationalization of professional training of future specialists in developed countries); the risks caused by them are analyzed (centralized and bureaucratized management system in the field of scientific and technical activities; insufficient funding for socio-humanitarian research; low wages of research and teaching staff; reduced prestige of vocational education; underdevelopment of dual education). Based on the analysis of the institute of VET of NAES of Ukraine in 2021 promising areas for further development of scientific institutions are identified (basic and applied research, strengthening the principles of academic integrity; improving educational programs for Masters and Doctors of Philosophy; introduction of modular programs of professional development of pedagogical workers of institutions of vocational and professional pre-higher education); development of corporate culture of the institute and its international activities); the main tasks of the scientific institution are outlined (ensuring the quality of vocational and professional higher education; promoting the development of public-private partnership; improving the system of training teachers in the field of vocational education and training, etc.).

The article is devoted to the scientific and applied research of the practice of improving vocational education in higher education institutions in cooperation of participants in relations in the field of education. The methods of interdisciplinary analysis of literature and normative legal documents, the method of analysis of pedagogical experience, general scientific methods of systematization, generalization, comparison, classification were applied. New programs of higher professional education have been developed and are being implemented to prepare bachelors and masters in the field of Linguistics at the Department of Foreign Languages of Professional Communication of Vladimir State University in cooperation with partner organizations based on the provisions of domestic pedagogy of cooperation enshrined in modern legislation. The current professional competencies of bachelors of the direction 45.03.02 - Linguistics, developed in accordance with the labor functions of the professional standard 04.015 "Specialist in translation", are presented. Indicators of their achievement are structured according to the skill levels indicated by the professional community. Particular importance is attached to the relevance of designing individual educational routes of students. A route model is proposed, which is based on various forms of development of cooperation in the field of vocational education in higher education. The results of the study show the need to develop cooperation that takes into account the interests and needs of all subjects of educational activity. In the practice of the department, it is implemented through joint training of bachelors with employers, obtaining additional qualifications by them, continuing their studies in a master's degree with the prospect of pedagogical activity.

The purpose of the study is to analyze the features of international public-private partnerships in the field of higher education and, based on their careful study, to propose appropriate areas for improving domestic legislation. Multinational companies, high population mobility, and the problem of refugees' professional realization contribute to the constant search for interstate cooperation on education. In such conditions, quality education, increasing the competitiveness of higher education at the international level, development of innovations in the field of education and science in Ukraine, constructive cooperation and effective interaction of participants in the educational process are the requirements of our time to achieve a high level of efficiency of educational activities through innovation. The complex of these aspects determines the relevance of the topic. Such methods as analysis, synthesis, deduction, induction, and the logical and legal method were used in the article. The author's definition of the concept of "international public-private partnership in the field of higher education" was proposed within the framework of the study. The key features of this scientific category were highlighted. The key problems that prevent the normal functioning of international public-private partnership in the field of higher education were outlined, on the basis of which the author's vision of ways to solve the last problems was proposed. The study presents the author's approach to a comprehensive understanding of the features of international public-private partnership in the field of higher education and the ways of its improvement at the level of domestic legislation, which can be used in the course of further comprehension of the issues under study.

The scientific article is devoted to the administrative and legal principles of ensuring the right to professional preliminary education for persons with disabilities: foreign experience and directions for improvement. The experience of the USA and European countries in ensuring the right to vocational higher education for persons with disabilities is revealed Attention is drawn to the fact that higher education in the USA and Great Britain traditionally belongs to the so-called liberal or market model, which is characterized by a high degree of decentralization of management and diversification of higher education systems. In Italy, the state has exclusive legislative powers regarding general matters in the field of education, the minimum standards to be guaranteed throughout the country, and the basic principles. Regions define school networks within their territories, adjust the school calendar, and have exclusive powers in the field of vocational education and training. Schools are autonomous in terms of didactic, organizational and research work. The Italian state is responsible for funding schools for both educational and administrative purposes. It was concluded that the high-quality formation and implementation of vocational pre-university education for persons with disabilities is possible through the borrowing of positive foreign experience: a) openness of the formation and implementation of state policy in the given field for persons with disabilities; b) active development, encouragement, stimulation of the implementation of innovative activities by institutions of higher education, including vocational higher education for persons with disabilities; a) a qualitatively new paradigm of the content of education - considering it not as a collection of the given volume of knowledge, abilities and skills selected according to a certain specialty, but the formation of a comprehensively developed personality according to a comprehensive approach. There is a shift in emphasis not so much on how much the acquirer knows, in particular, persons with disabilities, special knowledge in the chosen field of study, but on how such professional qualities as the ability to adapt, practicality and initiative, the ability to apply acquired special knowledge, in necessary cases creatively rethink it for persons with disabilities. Therefore, when implementing electronic governance in Ukraine, we need to take into account the experience of foreign countries in order to avoid typical mistakes and acquire the most successful practices for ourselves. The priority for the countries that we studied is the introduction of high-quality professional pre-higher education to vulnerable sections of the population.

Problem and purpose. The article discusses the use of the “flipped learning” model in masters’ programs in the field of foreign language education as one of the most effective ways to implement the concept of blended learning, aimed to combine traditional and innovative approaches in preparing master students for professional activities, taking into account the requirements of modern educational space. The emergence of the blended learning concept is caused by the contradiction between a search for the optimal model of classroom and extracurricular independent work compatibility in teaching foreign languages in foreign and Russian linguodidactics, and insufficient degree of their implementation in practice. Masters’ programs realized at the faculty of foreign languages of Krasnoyarsk State Pedagogical University named after V.P. Astafiev “Modern linguistic education” (intramural form) and “Innovative technologies in foreign languages education” (extramural form), field of education: 44.04.01 “Pedagogical education”, are taken as an example. The purpose of the article is to present the author’s concept of using the “flipped learning” model in masters’ programs in the field of foreign language education in the conditions of introduction of new Federal state educational standards, providing informatization of the educational environment and increasing the share of independent work of students with a decrease in the amount of hours allocated to the discipline. The methodology of the research is analysis of the existing masters’ programs in the field of foreign language education; studying the results of interdisciplinary researches of Russian and foreign scientists dedicated to the use of the concept of blended learning in general and the “flipped learning” model in particular; analysis and generalization of the author’s experience of implementing masters’ programs in the field of foreign language education. Results. The authors developed the concept of using the “flipped learning” model , approved by practice in the context of higher education. Conclusion. Analyzing the results of the approved model, the authors come to the conclusion that its practical use leads to a change of the teacher`s role, acting as a mediator of the educational process as well as the student`s role taking responsibility for the learning outcomes. The considered author’s concept can be applied in the course of training master students in the field of education 44.04.01 “Pedagogical education” (intramural and extramural education).

The field of music education has garnered significant attention due to the burgeoning advancements in artificial intelligence technology. Currently, there are many works on applying Artificial Intelligence (AI) technology to the field of music education, and this review aims to comprehensively summarize the application of AI methods in multiple subfields of music education. In this paper, according to the focus of AI technology, the areas of music education to which it has been applied are divided into four modules, namely personalized learning, automatic assessment, composition assistance and interactive teaching. Firstly, representative AI methods applied to each of these four subfields are introduced, including but not limited to: the principle of the AI method, the improvement brought by the application. The text then describes the current status of the application of these methods in their domains, discusses the limitations of the application, and makes brief conjectures on how to break through these limitations. The research in this review paper is important for the development of AI technology applied to the field of music education. At the same time, this review also provides directions and suggestions for future research to promote the further development of AI in the field of music education.

The article is devoted to the issues of professionals in the field of vocational education training and the factors that affect the students’ and lecturers’ activities. Research of well-known scientists who deal with future professionals in the field of vocational education training (masters of vocational education, teachers of technology) in higher educational institutions (HEI) is analyzed; the formation of the teacher (lecturer) in the process of training is revealed.
 The content and forms of educational motivation, which has specific components, are considered; the statement concerning the reasons of better results of the received knowledge when students consciously aspire to get a profession, to get competencies, to receive pleasure from the process of knowledge, to have material prosperity in the future is substantiated.
 Emphasis is placed on the formation of the appropriate level of professional and pedagogical competence, including the basics of pedagogical skills of future professionals in the field of vocational education.
 One of the main factors influencing the activities of both students and lecturers is the appropriate scientific and logistical base of higher education, which allows improving the quality of education through the use of various modern technologies, multimedia equipment, and technical means in the educational process.
 It is proved that professional in the field of vocational education training is currently based on the formation of the necessary set of competencies: knowledge, skills, and methods of their use, personality traits, and pedagogical values to solve professional and pedagogical issues by mastering new technologies, techniques, and types of professional activities. It has been found that the activity of a modern professional in the field of vocational education as a teacher and an organizer is constantly expanding, so the ways to improve this activity are determined by the professional orientation of the educational process and compliance with the requirements for specialists to the social order; creating an atmosphere of partnership, joint productive activities of lecturers and students of higher education; modernization and improvement of technologies and methods of professional and personal development of vocational education teachers in the process of professional training.

The rapid development of Artificial Intelligence (AI) technology has made education enter a new era, and it also puts forward new requirements and challenges to the professional development of Information Technology(IT) teachers in primary and secondary schools. The study analyzes the connotation and status of the application of Artificial Intelligence technology in the field of education and Artificial Intelligence Education in primary and secondary schools, the impact of artificial intelligence education applications on the professional development of Information Technology teachers in primary and secondary schools, the connection between Artificial Intelligence Education and the development of Information Technology teachers in primary and secondary schools. Then, based on the above analysis, strategies for the professional development of Information Technology teachers in primary and secondary schools are proposed, which mainly include internal strategies for teachers themselves and external strategies for national policies, local policies, local education bureaus, schools, and corporate institutions. Hope that these strategies can promote the professional development of Information Technology teachers in primary and secondary schools.

CSR programs in the field of sustainable education are very important in supporting sustainable development goals, namely the achievement of quality education. Industry involvement is an important factor in the realization of quality education, especially for vocational high schools, so that the competencies possessed by students and teachers are in accordance with the competencies needed by industry and the times. Therefore, it is interesting to explore more deeply what CSR programs are carried out by the industry to improve the quality of schools through increasing the competence of students and teachers and the impact felt by schools with this CSR program. The method used is a mixed method with concurrent embedded design ? where in this study qualitative method is the primary method used, while the quantitative method is used only to find supporting data.
 PT. X & PT. Y is two automotive companies that have been fostering vocational schools in Indonesia for more than 3 years, through CSR programs in the field of vocational education. The short-term goal of the program is to improve the competence of students and teachers. And the long-term goal of this program is to contribute to sustainable development goal (SDG) number 4, namely quality education. The results showed that CSR carried out by the industry had a positive impact on schools and companies, and in its implementation using the concept of creating shared value (CSV).

The article highlights the significant impact of artificial intelligence (AI) on the transformation of the educational process in the modern world. The author conducts an in-depth analysis of the main areas of use of AI technologies in the field of education, including adaptive educational platforms, automated assessment of student knowledge, and promoting inclusion for participants in the educational process with various physical, cognitive, or social needs. The study examines examples of practical application of such solutions, in particular, the creation of individual learning trajectories that take into account the abilities, interests, and progress of each student, and automated assessment systems that provide prompt and objective feedback. The author pays special attention to the numerous advantages of integrating AI into the educational process. Among such advantages are the personalization of educational content, thanks to which students can receive knowledge at the optimal pace and format for them; increasing the accessibility of education, which helps overcome barriers for people with disabilities; as well as reducing the routine burden on teachers, who can devote more time to the creative and pedagogical aspects of their work. The article also examines in detail the challenges associated with the implementation of AI technologies in education. In particular, the emphasis is on the issues of ethical use of student data, the need to ensure the confidentiality of information and new roles of teachers in a technologically advanced learning environment. The author emphasizes the importance of transparent and inclusive algorithms that take into account the interests of all participants in the educational process, and also emphasizes the need to ensure a balance between the use of innovations and the preservation of traditional pedagogical values. A feature of this study is an interdisciplinary approach that allows combining technological, pedagogical and social aspects in studying the impact of AI on education. The article offers recommendations for a balanced implementation of AI in the educational process. Among them: the introduction of ethical control mechanisms, the active involvement of teachers and students in the development and testing of new systems, as well as ensuring access to educational technologies for all social groups. The author emphasizes the need for further research aimed at integrating AI into pedagogical practice without losing the human aspect. Such an approach will allow to fully reveal the potential of technologies, while preserving the uniqueness and importance of live interaction between teacher and student. This study is useful for a wide audience, in particular for scientists who analyze the impact of technologies on society; educators who seek to use AI more effectively in the educational process; and technology developers who create innovative solutions for education. The article demonstrates the current state of implementation of innovative technologies, identifies their advantages and disadvantages and outlines the prospects for further development in response to the dynamic needs of society in the field of education.

Purpose. The problem of the need to improve the national educational process in the field of vocational education in connection with the challenges facing Russian education, which include: lack of funding and staff shortage of teachers and practitioners; digital inequality between regions. The complexity of the legal regulation of the necessary changes also lies in the need to maintain a balance between the interests of business, the state and educational institutions, as well as to ensure simultaneous synchronous changes in educational, labor and tax legislation. Creation of a mechanism for legal support of microqualifications and the Russian credit unit transfer system between Russian universities, and in the future, universities of the SCO, EAEU, and BRICS member countries to ensure student mobility. Methodology: general scientific (dialectical, system-functional, historical, comparative) and private scientific methods of cognition (formal legal, statistical, etc.). Conclusions. A key conclusion is drawn about the need for a new edition of the Strategy for the Development of Vocational Education in the Russian Federation until 2030, which establishes the legal foundations of Russian education in the digital economy. Scientific and practical relevance. Based on the analysis of the modern education system and the trends of its reform at the current stage of the digital economy development, the article analyzes the best foreign educational practices on the use of AI and other digital technologies in order to improve the national educational process in the field of vocational education.

Conceptual and legal bases of formation and realization of educational policy of Ukraine are considered. The vector of educational policy is aimed at its modernization and promotion of broad cooperation with educational institutions, research institutions, public organizations, private foundations of the European educational space, representation of Ukraine's interests in education and science in international relations in the prescribed manner. Four key objectives of European cooperation in the field of higher education have been identified: addressing future skills mismatches and promoting skills development; building inclusive and integrated higher education systems; providing higher education institutions that promote innovation; support for efficient and effective higher education systems. The political and legal aspects of cooperation between Ukraine and the EU in the field of education and the involvement of our country in the formation of the European educational space have been clarified. The main tendencies of professional training of specialists in the field of education are determined. These are: lifelong learning, development of professional skills and qualifications, entrepreneurship formation, quality assurance in higher education, optimization of management and funding. The modernization of the national system of professional training of specialists in the field of education, namely: establishing direct relations of universities with foreign partners on cooperation in the field of professional training of specialists in the field of education, concluding and ensuring implementation of international agreements on training, retraining and advanced training of foreign citizens at educational institutions of Ukraine

To solve the integration tasks of forming a common labor market, interpenetration of values and ideas, ensuring mutual understanding and trust between peoples, the Eurasian Economic Union (EAEU) needs a single educational space, similar educational and professional standards, mutual recognition of diplomas, academic degrees and titles. The article considers academic mobility within the EAEU and current practices of cooperation between its member-states and observer countries in the field of higher education based on the data of the Eurasian Economic Commission (EEC) and the Russian Federal State Statistics Service (to assess the efficiency of promoting the ideas of Eurasian integration) and on the results of the authors’ empirical research (to identify potential for the development of cooperation between the EAEU member-states and observer countries in the field of education). The authors show a decrease in student exchange between universities of member-states and an increase in the number of students from non-CIS countries; Russia still accepts more students than its EAEU partners, which proves the inequality of student and teachers’ academic mobility and the need for changes in legislation and funding under the growing competition with Turkey, Europe and China in the field of education. The article considers the development of the structure and programs of educational cooperation, the expansion of branches of leading universities in other countries, the creation by leading universities of the Consortium, Eurasian Network University and Slavic Universities, and so on. The development of cooperation between the EAEU member-states and observer countries in the field of higher education requires an agreement between participants of integration at the highest level, classification of the higher education issues as a separate area of cooperation, expansion of legal regulation of cooperation issues and creation of an institutional form for the EAEU management in the sphere of higher education.

After China clearly put forward the educational work of "three complete education" for vocational education, vocational education presents a new situation of educational reform and development. Three complete education includes three important aspects: full education, whole process education and comprehensive education. In the process of promoting the educational concept of "three complete education", we need to clarify the guiding direction and guiding ideology of education, understand the implementation measures and paths of "three complete education" in the field of vocational education, actively build the educational system of "three complete education", and reshape the value of curriculum education and students' ideological education. We should really provide a good education and development environment for outstanding technical talents in the new era, and achieve the educational reform goal of all-round education.

In the context of the new era, the rapid development of Internet technology, artificial intelligence and other technologies, the field of education will enter the “era of intelligent education”. The research centers on the self-study examination of higher education, and builds an artificial intelligence-driven intelligent teaching platform, which integrates the functions of intelligent management, intelligent examination, intelligent education, intelligent learning, intelligent evaluation, intelligent service and so on. A feature extraction module is proposed based on convolutional neural network and knowledge graph, which utilizes the powerful feature extraction capability of CNN to extract the implicit features of courses and users, constructs a course resource recommendation model, and analyzes the application of artificial intelligence in the smart teaching platform. The accuracy (0.857 and 0.791) and area under the ROC curve (0.876 and 0.804) results of the model on different datasets are better than those of the comparison model, reflecting better resource recommendation performance. After using the smart education platform, more than 57% of learners have positive attitudes towards the platform, their learning experience, and their learning outcomes. The smart education platform constructed in the article can enhance learners’ interest, motivation, performance, and efficiency in learning, and help them achieve intelligence and efficiency in self-study exam preparation.