ПЕРСПЕКТИВНІ НАПРЯМИ ТРАНСФОРМАЦІЇ ОРГАНІЗАЦІЙНОЇ КУЛЬТУРИ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ

Problem setting. In the Ukrainian scientific space, the issue of differentiating the concepts of “scientist” and “scholar” gains particular significance due to the peculiarities of legal regulation, societal perception of science, and the systemic impact of scientific and technical activities on the country’s economy and development. These two terms are often used synonymously; however, their conceptual differences have important implications for regulating labor relations, grant policies, and the status of scientific workers. In Ukrainian legislation, particularly in the Law of Ukraine “On Scientific and Scientific-Technical Activities,” the term “scientist” is used as a general concept for individuals engaged in scientific research, while “scholar” is more often associated with scientific degrees, titles, and academic status. The problem is particularly relevant for Ukraine due to the low level of funding for science, brain drain, and the ambiguous public attitude towards the role of science in the modern world. The lack of clear delineation between these concepts in the legal and professional spheres complicates the formation of a national strategy for the development of science, as well as the establishment of clear criteria for supporting specific categories of scientific workers. For example, in the international context, there is often a clear distinction between researchers, who engage in applied or experimental studies, and scientists, who primarily work in fundamental research. In Ukraine, this issue remains unresolved and requires both legal and societal discussion. Analysis of recent research and publications in the field of legal and conceptual differentiation of the terms “scientist” and “scholar” in the context of contemporary scientific and technical activities indicates that these issues are actively explored at both international and national levels. In particular, scholars such as P. Robert and A. Rey have focused on the linguistic and legal aspects of these terms in the context of science and technology, investigating the evolution of the concepts of “scientist” and “scholar” in historical and legal contexts. Other researchers, including Duden, have addressed the legal definitions and regulations concerning academic and scientific activities in various countries, and their interconnections with legislation. Overall, it can be concluded that international research is primarily focused on the legal and linguistic differentiation of the concepts of “scientist” and “scholar,” which contributes to a clearer understanding of their roles in contemporary scientific and technical activities at the international level. Purpose of research is to investigate the legal and conceptual differentiation of the terms “scientist” and “scholar” in the context of modern scientific and technical activities, emphasizing their legal regulation and impact on the development of science and technology in Ukraine and beyond. Article’s main body. The differentiation between the terms “scientist” and “researcher” remains a subject of ongoing discussion in both linguistic and legal contexts. While in Ukrainian, the term “вчений” (scientist) originates from the root “вч,” historically associated with knowledge and learning, “науковець” (researcher) is a more recent formation that reflects the professional and functional nature of scientific activity [1]. In the global context, different languages and legal systems approach this distinction with varying degrees of specificity. In English, the terms “scientist” and “researcher” are distinguished based on their scope of application. “Scientist” typically refers to individuals engaged in natural or technical sciences, emphasizing expertise within a particular field. Conversely, “researcher” is a broader term that includes individuals conducting studies across various disciplines, regardless of their level of academic recognition. This approach ensures inclusivity, covering doctoral candidates, earlycareer researchers, and professionals involved in applied research. French terminology exhibits a similar distinction, where “scientifique” encompasses both meanings but requires additional clarifications to define an individual’s role. “Chercheur” corresponds to “researcher” and applies to anyone involved in research activities, irrespective of their scientific domain. Furthermore, hierarchical distinctions such as “professeur” or “directeur de recherche” indicate specific academic or research statuses, demonstrating the French system’s tendency toward contextualizing terms based on professional recognition. Conclusions and prospects for development. The differentiation of terms related to scientific and research activities plays a crucial role in legal and academic discourse. The linguistic and legal distinctions between “scientist” and “researcher” not only reflect cultural and historical differences but also impact the regulatory framework governing scientific work. Future research should focus on standardizing these definitions across international legislation to ensure clarity in scientific and academic communications. Additionally, further comparative legal studies could contribute to refining terminology, enhancing cooperation between researchers and policymakers on a global scale.

The development of technology that is increasingly rapid today has led to the development of the world of education and one of them is the development of learning media. Learning media is the most important factor that supports success in learning. Learning technology is an application or media that has been designed in a modern way and used as theory and practice in learning, as a learning resource. Currently, the technology widely used in the world of education is information technology. However, technological developments also have negative and positive impacts. The positive impacts include such as adding information, making material delivery more interesting, and increasing interest in learning. Meanwhile, the negative impacts of technology are causing students to be lazy to study, the occurrence of immoral violations, the emergence of deviant behaviour, and the misuse of technology to commit criminal acts. The purpose of this study is to find answers to the problems above. The development of technology in the field of education is rapidly advanced especially in learning media. From the results of this study, the authors can conclude that technological developments, especially in the world of education, are also stated to be beneficial so that students do not get bored while learning, especially nowadays which is increasingly sophisticated using information technology. The benefits of technological developments are the existence of new learning methods, facilitating access for learning, both remotely and at close range, searching for information using the web, and improve learning abilities. Communication as an educational medium is carried out using communication media such as telephone, computer, internet, e-mail and so on. Interaction between teachers and students is not only conducted face-to-face but is also carried out using these media.

The article discusses the advanced and promising Big Data technology in the field of higher education at the present stage of development. The authors of the article determine the methodological aspects of the implementation of the technology of operating with big data in education, which is aimed at the development of educational systems through the identification of formed patterns in the education system. In this case, the basic approach is the processes of mathematical modeling, which describe the development of the educational system with the inclusion of regulatory measures based on the analysis of the identified patterns. As a result of the study, important aspects of the application and development of Big Data technology in education are characterized, conclusions are drawn about the need to change the approaches used or actions taken for the development of educational systems. The advantages of using Big Data at the university for students, teachers and administration are described. The impact of Big Data on the practice of higher education is assessed. It is recommended to use the conceptual diagram of the managerial decision-making process at the university based on Big Data.

In the context of historical events and global trends, the monograph examines ways to improve the legal regulation of educational, scientific and technological activities in Russia. Proposals are presented aimed at eliminating the so-called governance gaps in the scientific and scientific-technical sphere, ensuring the interests of the state in the processes of developing strategic planning documents and ensuring technological sovereignty, implementing measures of an interdisciplinary approach to improving the mechanisms of strategic management of scientific and technological development and a project approach to solving problems of coordination and developing a unified goal-setting system for the management of scientific and technological development.- technological development. It is addressed to those who have the right to legislative initiative, as well as representatives of state executive authorities and local governments. It will be useful for employees of the Russian Academy of Sciences, researchers and specialists involved in strategic management in the field of education, science and innovation. It will also attract the attention of those who seek to make the scientific and technological complex a key factor in Russia's economic development.

The development of technology in general and digital transformation, accompanied by large-scale changes taking place in all areas of the modern economy, is having an increasing impact on the education system. One of the areas of digitalization that has significant potential for qualitative transformation of education is artificial intelligence technologies. This work is devoted to the issue of systematization of artificial intelligence technologies in the context of the issue of their integration into the educational process and the field of vocational education in general. Key aspects are identified that lead to the intensification of the introduction of AI technologies into the field of education. An overview of technologies and products developed on the basis of artificial intelligence technology for their implementation in the field of education is presented, including technologies for individualizing educational trajectories, assessing knowledge, assisting technologies, virtual teachers, etc...

Introduction. The relevance of the analysis of the development of political science in the Republic of Mordovia is associated with the 90th anniversary of the National Research Ogarev Mordovia State University, the 30th anniversary of the creation of the Department of Political Science in its structure and the 20th anniversary of political science education in the region. Methods. Historical, comparative retrospective and systems analysis were applied in the work. Results. Over the thirty-year period, political science in the Republic of Mordovia has come a long way in the field of educational and scientific activities. The article identifies three stages of its development: 1) 1991–2000; 2) 2001–2014; 3) since 2015. At present, the university, on the basis of the graduating department of general history, political science and regional studies, is training professional political scientists within the framework of bachelor’s, master’s and postgraduate studies. Fundamental and applied political science research is conducted in this department. Research in certain areas of political science is being conducted today in other educational and scientific institutions of the Republic of Mordovia. Discussion and Conclusion. Political science in the Republic of Mordovia from 1991 to 2021 has come a long way and achieved noticeable results in the field of science and education. An original political science school was formed in the region, which is based on the study of territorial aspects of politics. Currently, there is an expansion of thematic areas in accordance with the Strategy of Scientific and Technological Development of the Russian Federation.

This research was carried out because of the rapid development of the application of English language learning along with the development of technology. The teachers are presented with so many choices of learning applications that are very easy to obtain. In the near future, language learning technology will continue to develop to utilize cutting-edge technology such as Augmented Reality (AR) and Artificial Intelligence (AI).The purpose of this study is to see how the perceptions and understanding of several lecturers in Indonesia related to the development of AR and AI-based learning technology. Then also to see the extent of their support and readiness in concept and application. In the implementation, researchers used a qualitative approach by observing, determining samples, interviewing, studying documents and drawing conclusions.The expected output in this study is to obtain the standard understanding of the lecturers related to the development of learning technology. Thus, there must be a change in the language learning paradigm by developing application-based learning methods. Overall, the results of this study are targeted to be published in a national journal with ISSN. To achieve these targets, this research has been made with a background, conception and objectives that are quite clearly supported with adequate references. Likewise with the methodology and data analysis process that have been used.

This article is intended to substantiate the role of innovations in the development of agriculture in Russia. The authors of the article focused on identifying the importance of innovative techniques and technologies in the modern development of the agricultural industry. The current directions of innovative developments in the agricultural sector in Russia have been identified and investigated. The conditions for achieving effective implementation of digital land use projects are presented; “Smart field”; “Smart garden; Smart farm. The experience and level of development of innovative techniques and technologies in foreign countries are considered. An up-to-date list of both Russian and foreign manufacturers of innovative developments, the buyers of which are domestic agricultural organizations, is presented. The factors that hinder the active implementation of innovations in the activities of agricultural entities in Russia have been identified. A diagram of the relationship between the components of the process of creating and applying innovative technologies has been developed. Also the author’s schematic position of the role and place of innovations in the process of creating and applying innovative technologies is presented. As a result of the research, there were given recommendations for eliminating the identified problems in the field of introducing innovative techniques and technologies in agricultural production.

Introduction. A comprehensive analysis of the development of information and communication technologies in the context of educational practice will contribute to the development of effective strategies for the modernisation of educational systems in the context of global technological change. Modern education can no longer function effectively without the integration of information and communication technologies into the educational process. Information and communication technologies open up new opportunities for personalisation of the educational process, development of independent work skills, creativity, critical thinking, and communication. At the same time, their implementation is accompanied by certain challenges: the need to modernise educational programmes, train teaching staff, provide technical infrastructure, and overcome digital inequality. The study of the historical stages of development of information and communication technologies in education allows us to understand the patterns of implementation of these technologies and identify effective strategies for their use today. Purpose. The purpose of the article is to study the stages of development of information and communication technologies in the context of their introduction into educational practice, to analyse the historical background of integration of information and communication technologies into education, and to identify current trends and prospects for their effective use in the educational process. Methods. The study used theoretical methods of scientific and pedagogical research analysis (dissection of historical and pedagogical material into its component parts (facts, ideas, concepts, events) allows to reveal the essence of certain phenomena, trends in the pedagogical past); synthesis (combining individual facts and provisions into a holistic view of pedagogical phenomena, used after analysis to form a generalised picture); historical and logical method (study of pedagogical phenomena in the chronological sequence and logic of their development, makes it possible to establish the patterns of development of pedagogical ideas); comparative and historical method (comparison of pedagogical phenomena, ideas, education systems in different historical periods or in different countries, allowing to identify common, different and unique); induction and deduction (induction – from individual facts to general conclusions, deduction – from general principles to explanation of individual historical and pedagogical facts); abstraction and generalisation (separation of essential features of pedagogical phenomena, construction of generalisations, concepts, typologies); prognostic method (use of historical and pedagogical experience to predict possible directions of education development). Results. The study has shown that information and communication technologies are the driving force behind the transformation of education, and their integration into the educational process requires not only technical support but also methodological training of teachers, updating of educational programmes, and rethinking of traditional educational models. The study identifies eight stages of the development of information and communication technologies; the periodisation of the development of information and communication technologies reflects the gradual transition from early forms of information storage and transmission to modern information and communication technologies. The further development of information and communication technologies in education will help to increase its accessibility, efficiency, and inclusiveness. Mass computerisation, the Internet, mobile technologies, cloud services, and artificial intelligence. The development of information and communication technologies is a multidimensional process that combines new opportunities with large-scale challenges. Successful digital transformation depends on the ability of society to effectively manage these challenges, ensuring inclusive, secure, ethical, and environmentally responsible development of information and communication technologies. Only by integrating innovation with the principles of sustainable development can a harmonious digital future be shaped. Originality. The article examines the evolution of information and communication technologies in the context of education, analyzes the key stages of their development, as well as current trends in the integration of information and communication technologies into educational practice. Particular attention is paid to the impact of digitalisation on educational processes and the formation of innovative pedagogical approaches. The main challenges and prospects for further implementation of information and communication technologies in education are outlined. In particular, attention is paid to the problems of digital inequality, cybersecurity, ethical aspects of the use of information and communication technologies, and the role of innovation in ensuring sustainable technological progress in the context of education. Conclusion. Information and communication technologies play a key role in the transformation of education, providing new opportunities for accessibility, flexibility, and personalisation of the educational process. The historical development of information and communication technologies shows their growing importance in pedagogical practice. Modern education is actively introducing distance learning formats, digital platforms, artificial intelligence, and other innovations. At the same time, there are challenges, such as digital inequality, the need for digital literacy of teachers, and cybersecurity issues. Effective integration of information and communication technologies into education requires a systematic approach, investment, and methodological support.

A dynamic model of socio-technical change : institutions, actors and technologies in interaction

The purpose of the article is to highlight the prospects for strengthening the positions of European companies in the deep tech market in the context of the modernization of the EU innovation landscape by using the potential of regulatory policy and competition policy. The article is based on a research hypothesis, which stems from the fact that at the present stage there is a rethinking of the role of innovations as a source of socio-economic development of global economic entities. It has been established that even at the supranational level, powers in the field of implementing EU innovation policy are distributed between several departments and directorates; such distribution of powers has determined the specificity and diversity of budget mechanisms for financing innovations, which leads to subadditivity of innovation management. The role of innovation for European society is to transform research results into new, higher-quality goods and services in order to maintain and improve their competitiveness in the global market, as well as to improve the well-being of the population. The EU innovation policy is aimed at creating conditions recognized to facilitate the introduction of innovative ideas to the market, and is also a link between the policy of research and development in the field of technology and innovation and the industrial policy of states. Within the framework of the concept of open innovation, the following forms of international innovation cooperation can be distinguished: obtaining knowledge from the external environment (licensing, obtaining firms-sources of knowledge); knowledge transfer (for example, from a management company to foreign subsidiaries); partnership (equal cooperation between two companies, one of which is a non-resident of the other country); venture investments (infusion of foreign capital into innovative projects, start-ups). International innovation cooperation today is expressed mainly in the commercial activities of states: purchase and sale (export and import) of technologies in materialized form; provision of technological know-how (transfer of experience) on a contractual basis, as well as technical support within the framework of cooperation; sale of patents and licenses; personnel training (advanced training, retraining); creation of joint ventures. Coordination is the development by two states or a group of states of a common policy in the field of innovation and technology development. The methods for implementing this form of international innovation cooperation may be the implementation of various interstate programs in the field of joint scientific and technical activities. DeepTech ("deep" technologies) are fundamentally new technological solutions of innovative companies, including start-ups, developed with the aim of finding answers to global challenges and requiring long-term scientific research and significant investment. The areas of deep-tech most often include: new materials, advanced manufacturing technologies, biotechnology, blockchain, robotics, photonics, microelectronics and quantum computing, life sciences, chemistry, space, green energy and agriculture. "Deep" technologies will be in demand beyond the EU and will generally increase the inflow of investment into the innovation sector of Europe. An even more significant budget (EUR 372 billion for 2021-2027) has been allocated through the InvestEU program. It plans to support successful projects of SMEs entering IPO and implement venture fund programs focused on the late stages of the innovation cycle (scale-up venture capital) and formed from the funds of pension funds and insurance companies. Another program, "European Scale-up Action for Risk Capital" (ESCALAR), with a budget of EUR 1.2 billion until 2027, also includes tools to support innovative businesses. The general logic of the modernization of the EU innovation development program assumes a certain "smoothing" of the pan-European innovation landscape by supporting existing and launching new interregional initiatives. This will help to balance the innovative development of regions and EU countries, including those with low indicators in this area. One of the features of venture capital is its high-risk nature, i.e. the possibility of not receiving the expected profit, or losses as a result of the inefficiency of the financed project. This risk must be justified by the high profitability of commercial activity. But venture capital does not simply strive for risky entrepreneurial projects, it kind of frees the innovative entrepreneur from risk, shifting it to itself through venture funds, where this risk is shared between its numerous partners in proportion to the contribution of each. For this reason, venture capital controls the activities of the innovative entrepreneur, creating all the conditions for him to enter the market.

The paper addresses the role of universities in the generation, use and dissemination of knowledge, analyzes principles and ways to develop science and education at universities. It is emphasized that the University is becoming an active player not only in training, but also in the production of a new knowledge, in its dissemination and implementation through innovation. At the same time, it is necessary to note that the conditions of the Far North impose a unique specificity on the work of the University and its scientific and innovative activities.For Murmansk Arctic State University (MASU), scientific and research work is one of the most dynamically developing components that create development potential. The paper presents the range of MASU’s scientific activities which includes 3 main spheres: natural science, technical science, social science, and Humanities. The authors dwell on the students’ and postgraduates’ scientific activities, consider the youth scientific organizational structure.As a flagship University, MASU is implementing a strategic development project “MASU is Scientific and Technological Hub of the Region” formed with the direct support of the Government of the Murmansk region. Within the framework of the project, an information and analytical platform was created in MASU under the partnership with Kola Science Center RAS (IAP MASU-KSC). This platform is an integrating consulting mechanism including a set of technological, commercial and marketing solutions for the development and implementation of innovative products and technologies in organizations operating in the field of ensuring a comfortable human presence in the Far North.As one of the priority goals of the strategic development of the University, the trajectory of the Arctic scientific and educational center (SEC) creation on the basis of MASU is highlighted. The key areas and ways to improve the efficiency of scientific and educational activities of MASU, as well as the expected results of the SEC are considered.

This article discusses the issue of the influence of distance education on the cultural layer of society at the present stage of development. The purpose of the article is to analyze development trends in the disclosure of the role of distance learning in modern cultural discourse at the global level, as well as in Kazakhstan. The scientific novelty of the study lies in the analysis of the specifics of modern distance learning from the point of view of cultural studies, as well as in clarifying the definition of "distance learning" in the context of cultural discourse. The field of education was one of the first to face global changes and the need for the development of distance technologies. In this regard, it is necessary to consider what the consequences and results of the educational process may be in a crisis. The study of changes in the education system in the context of a pandemic, conducting a comparative assessment are important from the point of view of further adaptation of the education system to crisis phenomena, the impact on the quality of education and the development of effective technologies for remote interaction of participants in the educational process. This article can be used as additional material for lectures and seminars on the discipline "Culturology". With the help of such methods as a comprehensive analysis of the essence and structure of the information component of modern culture, based on the application of an interdisciplinary approach; the principle of unity of the historical and logical, used in the analysis of trends in the development of the culture of the information society, the author comes to the conclusion that distance learning in cultural discourse considers the subject of learning uses time frames as the material foundations of a new culture that goes beyond the boundaries of a certain experience and includes a variety of representation systems , in which the boundaries between the real and the imaginary are mobile. Key words: enculturation, distance learning, cultural studies, culture, education, cultural paradigm. &nbsp

L'objectif des auteurs de cet article est double. Il s'agit d'une part de presenter une etude exploratoire sur les tendances actuelles temoignant de l'emergence d'un nouvel activisme non gouvernemental dans le champ de l'education et d'autre part de dresser un cadre analytique afin d'evaluer l'importance de cet activisme, en elaborant des concepts bases sur les recherches ayant porte sur les nouveaux mouvements sociaux et les debats theoriques actuels a propos de la societe civile mondiale.

As the country vigorously promotes the development of science and technology and tries to enhance independent innovation capabilities, more and more attention is paid on the protection of technology ownership. In recent years, China has developed rapidly in many scientific and technological fields, and the number of patent applications increased year by year. However, various patent quality problems including immature patent technology and low patent authorization rate appear. The indicators of patent quantification and quality evaluation are studied in this paper. First, we quantify the patent quality evaluation indicators and combine the content of the patent text to build a patent evaluation model. US patents with patent grade labels are used for training with multitask learning technology. Second, the evaluation model is transferred from the English patents to the Chinese patents, in which the active learning technology and transfer learning technology are used to minimize the work of manual labeling. Finally, a Chinese patent quality evaluation model based on collaborative training was designed and implemented. Methods used in this experiment have notably improved the prediction effect of the model and achieved a better migration effect. A large number of experimental results show that the Chinese patent quality evaluation model has achieved good evaluation results. This research uses deep learning and natural language processing technology to carry out research on patent quality evaluation models from different perspectives, to provide patent decision support for related companies, and to point out research directions for research institutions and patent inventors.