ПРІОРИТЕТНІ ВЕКТОРИ ПРОФЕСІЙНОЇ ПІДГОТОВКИ СУЧАСНИХ ФАХІВЦІВ ОБРАЗОТВОРЧОГО МИСТЕЦТВА

The article reveals the emergence and formation of the project method in the educational process of higher education institutions, structures the periodization of the development and spread of the project method at the world level and in domestic practice. The article highlights the trends in the development and reform of the higher education system of Ukraine in the twenty-first century, which are related to the training of fine arts specialists and their professional development. The concept of creative project activity, its application in the professional training of fine arts specialists in educational institutions in historical retrospect and to the present day is thoroughly revealed. The author investigates the cases and methods of applying project activities in the professional training of specialists in various fields. Based on the results of the study of domestic and foreign scientists in the field of training specialists in creative specialties, it hasbeen established that the use of creative design in the professional training of future specialists in the visual arts can significantly increase the level of professional competencies, provide an opportunity to acquire the necessary knowledge, skills and experience for successful implementation in the modern world.

The article examines the leading trend in the professional training of circular economy specialists in the Republic of Finland, the Republic of Poland and Ukraine - the focus on the implementation of the Sustainable Development Goals; the author concludes that the training of circular economy specialists and the implementation of the Sustainable Development Goals are interconnected and interdependent. It is shown that the training of such specialists brings each country closer to the implementation of the 17 Sustainable Development Goals, which were defined in September 2015 at the 70th session of the UN General Assembly in New York at the UN Summit on Sustainable Development, and fully meets the motivational criterion for comparing trends in professional training in different countries, which reflects the interdependence of sustainable development of society and the development of economic science and professional training of specialists in new specialties, realized at the State and scientific levels. This criterion also characterizes the degree of public awareness and motivation of citizens regarding the need to fulfill the goals of sustainable development and the threats that arise when they are neglected.

The article examines the problem of the formation of leadership qualities in future teachers of humanitarian disciplines. The purpose of the article is to define, substantiate and investigate the role of leadership in the activities of future teachers of humanitarian disciplines and to compare the opinions of future teachers and future engineers regarding leadership and the ways of its formation within the educational process of the university. In the article, methods of analysis, synthesis, systematization, comparison, classification, generalization of theories of leadership, development of leadership qualities, as well as interviews of future teachers of humanitarian and technical specialities have been used to study the state of the problem of formation of leadership qualities during the professional training of future specialists. The role of humanitarian disciplines in the formation of leadership qualities and their importance for the formation of a pedagogical leader is determined. The possibilities of using the potential of humanitarian disciplines for the formation of leadership qualities of future specialists of various profiles are pointed out. Pedagogical leadership is shown as one of the qualities of a teacher, which is a characteristic of their ability to organize activities, to generate new pedagogical ideas, to have the ability to use the latest technologies in the educational process, to have a positive influence on others and knowledge how to lead them. The problem of leadership qualities of a leader is considered in different directions: scientific, educational, planning, and visionary ones. Some historical aspects of the formation and development of the doctrine of leadership, starting with Ancient Greece, which are reflected in the writings of Socrates and Xenophon, are considered. They considered military commanders as leaders. For example, the activity of Alexander the Great was considered, and one of his features was a humane attitude towards soldiers. The transition from the concept of “military commander” to the term “leader” is presented. Among the characteristic and mandatory features of leaders-commanders are “moderation, justice, insight, friendliness, presence of spirit, tact, humanity, compassion, kindness, courage, generosity, attentiveness”. It is shown that the problem of leadership began to be researched the most at the beginning of the 20th century. During this period, the psychological and pedagogical foundations of the problem of leadership, and ways of forming leadership qualities were developed. The concept of “pedagogical leader” was introduced, which reflects the general development of teachers and students, promotes the development of their professional qualities, while not forgetting about their own development, which will give them the opportunity to be a leader. These qualities ensure self-affirmation of the leader, establishment of their active position in life. It was the emergence and research of pedagogical leadership that contributed to the introduction of new learning technologies, methods, forms and means in teaching and educating students. The process begins with the preparation of future teachers, who need to be taught exactly how they can apply their leadership qualities, how much they will influence subordinates, fellow students, and the teaching staff. But future teachers need to be taught this. A survey was conducted to study the expediency of forming leadership qualities in representatives of pedagogical and engineering specialties. Analysis of the survey results has shown that students have knowledge about leadership and the leader; determine the role of this phenomenon in the professional training of a specialist. But the vision of leadership and the need for it are different for future teachers and future engineers. The future teachers answered that the teacher is obliged to be a leader, because the future of the country is under their control. The ability of specialists to make non-standard decisions, take responsibility for results, rally like-minded people around them, and creatively approach tasks depends on the formation of leadership qualities. Among future engineers, the role of a leader did not find a particular echo in their aspirations to become a specialist in their field. They adhere to the opinion that it is better to be a good, knowledgeable performer in production.

The object of the proposed study is dual education in Ukraine. The subject-specific scientific focus is on exploring the possibilities of applying artificial intelligence in the process of professional training of future specialists using the dual form of education. The conclusions presented in the article are the result of a theoretical analysis of scientific and practical sources, publications in the media, and a summary of data obtained during a survey of leading experts in dual education (students, employers, and scientific and academic staff). The possibilities of applying artificial intelligence in dual education, the challenges and risks of its implementation in the educational process, the main trends and prospects for development are characterised. Recommendations have been formulated to improve the effectiveness of artificial intelligence technologies in the professional training of specialists in dual education.

The purpose of the study was to highlight the experience of training specialists in the specialty «Nursing» in the conditions of distance education using telecommunication systems. Materials and methods. Based on the analysis of literary sources, educational programs and pedagogical experience of the department of general medicine with the course of physical therapy of Oles Honchar Dnipro National University, we highlight the peculiarities of the training of specialists in the specialty «Nursing» in the conditions of distance education using telecommunication systems. Results and discussion. The modern development of Ukraine is characterized by a gradual increase in the demand for higher medical education. Today, education is perceived as a strategic commodity and a force of society, which prompts Ukrainian universities to respond to changes, ensuring their existence and development in the conditions of globalization. In connection with the above, the problem of the quality of higher education in remote conditions is gaining the greatest relevance at the current stage of the development of society. A feature of today's medical education is that not only doctors but also nurses have the opportunity to obtain higher education. Today, a nurse is not only a specialist who provides patient care and is an «assistant» to a doctor but a modern nurse is considered a manager and leader of the relevant work in a medical institution. To date, educational and scientific programs in the specialty «Nursing» determine the need to ensure the training of highly qualified specialists capable of implementing the medical and diagnostic process, care and guardianship of patients in health care institutions of various profiles and at home; organization and management of the work of nursing structural units; implementation of the educational process at universities and institutions of postgraduate education, as well as scientific research on nursing problems. The tasks of the educational program are formed on the basis of today's challenges and fully meet the needs of society and the interests of potential employers. Conclusion. The latest educational technologies in the professional training of specialists in the specialty «Nursing» in the conditions of distance education with the use of telecommunication systems should be aimed at the most informative teaching of material and effective conducting of practical classes, which ensures the improvement of the quality of education, the maximum development of individual creative abilities and the adaptation of education to modern requirements, which ultimately leads to a high level of training of future nursing specialists

The article defines and characterizes the pedagogical conditions for the future fine arts teachers’ professionalism formation in cultural and educational space of the department. These conditions are the following: compliance of lecturers’ basic education with department profile; organization lecturers’ artistic and creative activity and the process of motivating students to perform the above-mentioned activity; lecturers’ scientific activity and involvement of students in research and innovation activities. It is proved that teaching, scientific and artistic activity of the lecturers of the Department of Fine Arts of Poltava V. G. Korolenko National Pedagogical University is the basis of the department cultural and educational space. It is carried out at the level of modern higher education and allows carrying out professional training of specialists in the educational-professional program ‘Secondary Education (Fine Arts).

The analysis of the issue of lecturer’s speech competence is presented. Lecturer’s speech competence is the main component of professional image, the indicator of communicative culture, having a great impact on the quality of pedagogical activity Research objective: to define the main drawbacks of speech competence of lecturers of North-Eastern Federal University named after M. K. Ammosov (NEFU) (Russia, Yakutsk) and suggest the ways of drawbacks corrections in terms of multilingual educational environment of higher education institution. The method of questionnaire was used in the research. The NEFU students took part in the research. The answers to the questionnaire allowed defining the most typical drawbacks for lecturers, working in the multicultural educational environment of region higher education institution. The mentioned drawbacks: words repetition, language rules breaking, wrong vocabulary or pronunciation of foreign words, use of colloquial language, etc. breaking the speech standards and decreasing the quality of lecture material presentation. The authors suggest improving lecturer’s speech competence through the organization of special advanced training courses, business games, discussion platforms, teaching aids and handbooks broadcasting, on-line tutorials, and motivated dialogue mastering as the most effective way of students training process organization.

The article covers a number of issues related to the problem of the specialist-professional formation in the system of higher education of Ukraine, taking into account global challenges and prospects for the development of the world economy, national economies and modern society. In the process of scientific research, an understanding of the basic concepts of «profession», «vocational training», «formation of a specialist-professional», «IHE activity» has been formed. The role and significance of higher education in professional training of specialists, competitive in the labour market are revealed; the priority directions of development of the industry are singled out in accordance with the state educational policy requirements and the Bologna process tasks in the conditions of the European Higher Education Area formation and the integration implementation. The article pays particular attention to analysing the models of national strategies for the higher education development and selecting the model of the Ukrainian universities development strategy on the path to their promotion to world rankings, referring to the experience of autonomy, mission, results of activity and achievements of European and world universities. Consequently the research analyses of the educational institutions network during the years of Ukraine's independence, taking into account external destabilizing factors; gives the characteristic of the local IHEs’ activity, including universities, during the period of reforming and modernizing the higher education system according to European standards and time requirements; determines the new approaches and directions of the IHE's activity improvement in the field of training qualified specialists for the industrial and social spheres. Moreover the article reveals the features of key trends for the modern education sphere, among them there is a globalization, the factor of ICT, the growth of non-system education, individualization and personalization of educational trajectories. It also gives the characteristic features of a competitive specialist-professional who is able to function effectively in the modern labour market. The benefits of this study are: the defined forms of the educational process organization at IHE in accordance with the Law of Ukraine «On Higher Education»; the given classification of innovative teaching methods for realizing of the educational process participants’ abilities and talents, basing on the study of scientific and methodological literature; the determined new approaches and directions of the IHE's activity improvement in relation to the training of qualified specialists for the industrial and social spheres. On this basis, the training of competent specialist-professionals should be considered as one of the priority areas of scientific research with the definition of long-term educational strategies, including goals, tasks, scientific approaches, positions, directions and ways of their implementation in the higher education system. In the search process, the methods of theoretical research and practical implementation of this problem are used, in particular: analysis and generalization of scientific approaches and ways for improving the professionals formation process in the higher education system; international experience synthesis and comparison, normative legal acts and peculiarities of the IHE work in the professional staff training; induction and deduction when disclosing forms and methods of future specialists’ educational activity, gaining their professional qualities and characteristics.

Purpose. Military operations in Ukraine prompt to reconsider the essence of pedagogical skills of modern specialists in the pedagogical field to meet the requirements of the country's reconstruction in the post-war period. In this context, given that one of the main directions of education reform is its transition to an innovative basis, the problems of forming an innovative culture in pedagogical staff are gaining special attention. At the same time, the total transition of education to a competence-based approach requires a new approach, and this approach can be realized if the analyzed contingent has this new phenomenon. Considering the above peculiarities, the stages and system of basic determinants of forming the innovative culture of future pedagogical specialists should be theoretically substantiated and developed. Methods. The research used a set of methods, including structural analysis, synthesis, comparison, generalization to study scientific literature, regulatory and normative documents to determine innovative trends in the development of education and the content of the concept of “innovative culture”; method of theoretical modeling of the process of formation of innovative culture of future pedagogical specialists, retrospective analysis of own experience to find out the stages of this process and the appropriate system for their successful implementation. Results. The essence of the concept of “innovative culture of future pedagogical specialists” has been studied. It has been established that the analyzed specialists are carriers of innovative culture, provided that they are positively motivated to implement innovations in the educational process, have formed the appropriate competence for its implementation and are highly active in the development and application of innovative technologies. Based on this, the structural components of innovation culture are the focus on innovation, intellectual competence and innovation activity. Based on the systemic, activity-based, personality-oriented approaches; the basics of modeling educational processes; and own experience, it is determined that the formation of the innovative culture of future teachers is possible provided that such stages as motivational and ideological, design and implementation, and corrective and improvement are implemented. It has been proved that to form an innovative culture in future pedagogical professionals, it is necessary to consider the basic determinants of this process, including methodological, organizational, pedagogical, and psychological and pedagogical ones. Conclusions. The formation of innovative culture in future pedagogical specialists is important for the quality training of specialists involved in the reproduction of the country in the post-war period. The identified stages of innovative culture formation of the analyzed specialists (motivational and ideological, design and implementation, corrective and improving) and the basic determinants of this process (methodological, organizational and pedagogical, psychological and pedagogical) will accelerate the implementation of innovative technologies in the professional training of specialists.

The presented study represents the experience of using a metaphorical business game in the professional training of specialists in the field of corporate training as an innovative method of teaching and learning. The relevance of the raised problem is causally determined: firstly, in the conditions of new globalization challenges, paradigmatic changes and transformational processes, innovativeness is considered as a mandatory condition (conditio sine qua non) for the development of higher education, therefore, innovative methods of teaching and learning increasingly turn out to be the only possible ways of organizing the orderly interrelated activities of teachers and students within the framework of a study session in a modern higher education institution; secondly, the professional training of specialists in the field of corporate training requires modelling of real activity in a specially created problem situation in order to prepare and adapt future specialists to work activities and social contacts; thirdly, the business game is an ideal model for developing the necessary competencies of corporate education specialists, focusing, on the one hand, their attention on the main, fundamental moments of the researched process, viewing activities «from another plane», searching for non-obvious, non-standard solutions to problems ; on the other hand, it increases the motivation and involvement of students, develops creative thinking. However, according to our observations, such a fictional reality often becomes a kind of stress factor for those seeking education, because against the background of new information, new rules and dependencies that need to be mastered and understood in a short time, learn to take into account and use in their activities a «saving» opportunity there is no usual sequence of actions and operations to apply. The purpose of the article is to characterize the metaphorical business game as an innovative method of teaching and training students of higher education, its features, principles and procedures, as well as to present my own experience of using it as an active method of training specialists in the field of corporate education. To realize the defined goal, theoretical methods were used: analysis and generalization of scientific sources to outline the essence and attributive characteristics of the phenomenon «innovation»; terminological analysis to clarify the basic concepts of the study; generalization and systematization of existing experience on the specified problem, presentation of the author's development and interpretation of the metaphorical business game «Frog Queen».

The article is devoted to the issues of comparative analysis of foreign practice of training specialists in the field of social work. The leading countries of the world, namely: the countries of Western Europe, the United States of America, Australia are chosen as subjects. Attention is focused on the importance of research of foreign experience in order to develop the best domestic practice of training specialists in social work at higher education institutions of our country. It has been found that the history of the profession “social worker” in the developed world is more than a century long. The nature of the appearance of the first practical aspects of European training of specialists in social work in charitable agencies is determined. The chronology of the transformation of these agencies into modern educational institutions for the professional training of social workers with the subsequent emergence of university social education is represented. The results of the study by the International Association of Social Workers in 1950, which determined the quality of education of social workers around the world, are presented. There are three main models of social education, typical of foreign countries at the turn of the 50s of the twentieth century, namely: basic education, higher education and independent education. The characteristic of the formed models is given. The common and distinctive features of modern professional training of specialists in social work in the developed countries of the world are determined. The main approaches to the acquisition of educational specialization by social work specialists in different countries of the world have been formed, namely: branch, methodical and complex ones. The peculiarities of these approaches are described. Emphasis is placed on the expediency of training specialists in social work from the standpoint of universality of their future professional activity. They must maintain their universality and interchangeability in all areas within the acquired profession, and when changing the field of activity – not to lose their competence. It is determined that the training of social workers should include among the main educational professional competencies the competencies related to the formation of mobile and adaptive qualities that allow the specialist to easily adapt to different areas of social work, transferring their skills to a new field. The institutional support of training of specialists in social work in the developed countries of the world is investigated. It was found that some specialists receive social education within specialized vocational schools, and others – within the university education. The peculiarities of individual countries in the construction of the institutional system of training of specialists in social work are determined. The main features of institutional training of social work specialists in some European countries are described. The importance of unity and optimality of combination of theoretical and practical training of social work specialists is emphasized. The main directions of improving the training of specialists in social work have been formed, which can be applied in the domestic practice of training relevant specialists.

The article proves the relevance and topicality of creating a computer-oriented learning environment at a higher education institution. The problems of modern scientific researches dealing with the peculiarities of computer-oriented learning environment at the higher education institutions to develop the pedagogical interaction have been studied, as well as determined the main research areas and trends of this scientific issue. Some pedagogical conditions, including the creativity of teacher pedagogical activity; information competence of education process participants; pedagogical monitoring for the quality of professional specialist training; arranging the socio-psychological comfort for educational activities are considered essential to increase the effective pedagogical interaction among the educational process participants in a computer-centered educational environment of the higher education institutions. The results of modelling pedagogical experiment reveal the potential ways of implementing the examined pedagogical and educational conditions in the process of educational and professional communication. The peculiarities for developing the educational and methodical complex of academic course and training material are determined. The attention is focused on the possibilities for computer monitoring the student knowledge using software MyTestX. The study allows determining some efficiency criteria such as motivating, cognitive, and cooperative criteria required for the effective pedagogical interaction among education process participants in the computer-oriented learning environment at the higher education institutions with the corresponding high, sufficient and low levels of effectiveness within pedagogical interaction, as well as their relevant indicators. Methods for diagnosing the level of pedagogical interaction of education process participants under the conditions of a computer-oriented learning environment are analysed and chosen. The results of the pedagogical experiment confirming the effectiveness of the suggested pedagogical conditions to improve the effective arrangement of pedagogical interaction among education process participants in the computer-oriented learning environment of higher education institutions are presented.

Modern challenges require a thorough understanding of which teaching approaches are most effective within the educational environment of higher education institutions. Only a comprehensive analysis makes it possible to develop effective strategies for improving educational programs and teaching methods. The relevance of this study is due to the urgent need to enhance the quality of training of military specialists. The study contributes to a deeper scientific understanding of the nature of the educational environment of a military university. The key components of the educational environments of military and civilian universities are examined and compared.

The economic development of Ukraine and Poland is possible under conditions that foster the establishment of new research-based and industrial structures, job creation, increased efficiency and profitability of enterprises, and the optimal use of financial, labor, and material resources. The implementation of these processes can be ensured by a new generation of computer science specialists who possess innovative thinking and are familiar with production technologies and marketbased management methods. At the present stage, higher education institutions face new requirements in training such specialists, taking into account both international standards and national approaches to professional readiness. Consequently, the modernization of educational technologies and the acquisition of leadership competencies in the training of computer science specialists become increasingly relevant. Professional leadership competencies significantly contribute to the formation of a company’s business reputation (goodwill), ensuring additional growth in profits and capitalization. Under modern conditions, the effective organization of processes for developing professional leadership competencies requires the use of information technologies that enhance adaptability and improve the efficiency of managing information flows related to the development, adaptation, and assessment of educational materials. The application of information technologies in internal human resource management substantially increases labor productivity at all management levels of vertically integrated enterprises. At the same time, an analysis of existing approaches to the formation of professional leadership competencies in industrial enterprises engaged in innovation management reveals that the role of modern information technologies as tools for improving training efficiency, knowledge assessment, internal talent pool formation, and goodwill growth remains insufficiently explored. The purpose of this study is to develop informatization tools for the formation of professional leadership competencies in innovative activities of vertically integrated industrial companies, based on automated knowledge transfer, consideration of a three-level management structure, and the evaluation of implementation effectiveness through goodwill-based indicators, taking into account the specific features of particular industrial sectors.

One of the tasks of Foreign Language teaching at a creative university is the implementation of an interdisciplinary approach. The article is devoted to the possibility of integrating foreign language teaching with the professional training of specialists in the field of 51.03.02 “Folk art culture”, Directing amateur theater. According to the authors, the basis for such integration can be dramatic performances in foreign language classes. Research methods included the synthesis and analysis of pedagogical experience, which showed that in the vast majority of cases, dramatization technologies are considered in terms of developing students’ speech skills, communication skills, creativity, thinking and increasing motivation for the subject under study. In addition, describing different forms and types of work with dramatic productions, the researchers talk about dramatizations of works written in the language studied. The article describes the experience of staging K.I. Chukovsky’s poem “Fedora’s Grief” by students of the 2nd year of the Theater faculty and the subsequent survey of students regarding the effectiveness of using this form of work in the course of teaching the discipline “Foreign language”. The study reveals the integration of the development of language and speech skills with the formation of professional competencies of an amateur theater director. The novelty, according to the author, lies precisely in the appeal to the text written in Russian. The article describes the stages of work on the stage production, as well as tasks and exercised based on the poem. Conclusion is made that staging of works of Russian classics in a foreign language can serve a basis for the implementation of an interdisciplinary approach to the formation of universal and professional competencies of future directors of amateur theater.