Challenges of teaching multilingual students in tertiary education

The article examines the problems and prospects of the accreditation system as a tool for ensuring the quality of higher education in Ukraine. The state and peculiarities of integration of the Ukrainian accreditation system into the European context are investigated. The purpose of this study is to analyse the accreditation system of higher education in Ukraine and to study its impact on ensuring the quality of education in accordance with European standards. The emphasis is placed on analysing the theoretical and practical aspects of accreditation in Ukraine, identifying problems and opportunities for further improvement. The study uses general scientific methods. The method of documentary analysis was also used. The article examines topical issues related to the accreditation system of higher education in Ukraine, in particular the factors that affect its effectiveness and compliance with European standards. The analysis of the state of integration of the Ukrainian accreditation system into the European dimension has revealed key challenges and prospects. The theoretical aspect of the study highlights the conceptual foundations of accreditation, its goals, and impact on the quality of education. The practical analysis revealed problems such as the lack of a unified assessment methodology and insufficient coordination between accreditation bodies. The results of the study can serve as a basis for developing specific strategies and recommendations to improve the effectiveness of accreditation and maintain higher quality standards in Ukrainian higher education. The article emphasises that accreditation is an important tool for monitoring and ensuring the quality of higher education in Ukraine. It serves not only as a mechanism for determining the compliance of higher education institutions with the established standards but also guarantees a high standard of education and compliance with academic standards. Recommendations for improving the quality of higher education in Ukraine are proposed, taking into account the European experience in the field of accreditation. The study emphasises the importance of affinity with European models and the need for active cooperation to ensure a high standard of quality of higher education in Ukraine.

The actualization of research on the problem of charitable and philanthropic support for the formation of higher education institutions of Ukraine is due to the fact that constructive retro-experience has prospects for use for the post-war recovery and development of modern institutions of higher education in Ukraine. The purpose of the study is to analyze the experience of charitable and philanthropic support for the establishment of higher education institutions in Ukraine at the beginning of the 19th century. Research methods. Achieving the goal of the article made it possible to use the methods of analysis, synthesis, comparison, concretization and generalization. The article specifies the main approaches to interpreting the concepts of «charity», «charitable activity», «patronage», «patronage activity». Based on the analysis of dissertations and scientific publications, it was established that the establishment of higher education institutions in Ukraine at the beginning of the 19th century took place with significant charitable and philanthropic support from broad sections of the population: nobles, craftsmen, former Cossacks, and peasants. It manifested itself in the provision of funds for the opening of higher education institutions, the transfer of material assets and land allotments, etc., which significantly supplemented budget funding. The value of the experience of charitable and philanthropic support for the formation and development of the system of higher education in Ukraine in the first half of the 19th century is indicated, since philanthropists were the initiators and sponsors of the opening of most universities, higher women's courses, lyceums and schools (gymnasiums) of higher sciences, and philanthropic support for the opening and development of universities and institutions of higher professional education in Ukraine in the 19th century became a common phenomenon.

The article emphasizes the need for orientation of higher education in Ukraine to meet the educational needs of the individual, to restore the intellectual, spiritual potential of the nation, the output of domestic science, technology and culture to world European levels, the formation of statehood and democracy in society, the provision of the labor market by highly skilled and competitive specialists. The condition for ensuring such orientation is the change in the relevant quality indicators of higher education through the change in the national idea of higher education; the development of higher education should be subject to the laws of a market economy; Higher education development should be considered in the context of trends in the development of world educational systems, including Western European ones. A group of standards has been negotiated under the terms of guaranteeing the quality of higher education - these are standards for the internal quality assurance of institutions of higher education; - standards for external quality assurance of institutions of higher education; - European Standards for External Agencies for Quality Assurance in Higher Education. The process of assessing the quality of higher education in Ukraine, which is conducted under internal and external procedures, is investigated, namely: - the process of internal evaluation includes systematic collection of administrative information, interviews of students and graduates, informal discussions with teachers and students; - The component of external evaluation is the attendance of the faculty by the control group to determine the quality of teaching and teaching. External observers are teachers or people of professional background who, based on communication with students and young researchers, make a final report. Within the framework of the definition of psychological and pedagogical conditions for improving the quality of higher education in Ukraine, it is proposed to use the experience of the quality assurance system in European countries, namely: - a culture of quality assurance: availability of strategy, policy and atmosphere of internal quality assurance of higher education institutions; - culture of quality assurance: the autonomy of institutions of higher education as a prerequisite for the effectiveness of quality assurance processes; - culture of quality assurance: external quality assurance as a function of an independent agency and the direction of external quality assessment to improve the performance of institutions of higher education; - Motivation for quality assurance; - quality assurance of scientific activity: from the index of quotes to peer review; - the interaction of universities with stockholders; - reform of the third cycle of higher education; - Internationalization as a tool for quality assurance; - the role of students in the processes of quality assurance.

In this paper, we show how the new educational value is created and managed at Kyiv National Linguistic University taking its strategic direction towards the transformation that the higher education of Ukraine begins to undergo in its harmonization with that of Europe, in the face of the grand challenges and in response to the grand changes that are now revamping Ukraine and the world.We seek to add an interpretive depth to the concept of transformation by particularizing that this must necessarily be a change in the content, rather than merely a change in the form, which generally is the case with metamorphoses, when it is an input to the content that causes the form to change. To this end, we document the onset and the stage-by-stage development of an academic course in Computational Linguistics that in its evolution migrated from the periphery to the core of the educational program it is part of, creating a sustainable European educational culture in the educational space of the University.We give a comprehensive account of our concerted educational action in launching the course, and unpack our understanding of how exactly the course contributes to the professional and personal transformation of its students, on the one hand, and to the big transformation of higher education in Ukraine, on the other. We show that our action was informed by our educational praxis with which we continuously engaged in making the artifacts constitutive of the culture: the educational materials that we developed, and the pedagogical and psychological choices that we made when tailoring particular learning experiences for the students. All these in a tandem form our educational practice that we in this paper specify as one endowed with a European spirit. This practice is the input that we prove was transformative throughout the educational change.The course in Computational Linguistics at Kyiv National Linguistic University ensures the quality of higher education according to European standards, contributing to the national repute and internationalization of the University.

The aim of this study is to explore the connection between the cultural content of the English language as a means of international communication and the formation of the identity of its speakers within the context of intercultural interaction in institutional settings. The study proposes to rethink the perspective of using English, focusing not on communication with native speakers, but on developing skills for interaction in a multilingual environment. The practical significance of the research lies in its potential to promote the development of intercultural communication and improve interaction in multilingual and multicultural contexts, fostering better understanding and acceptance of diverse cultural identities in a globalized world. The study also emphasizes the importance of adapting educational programs aimed at preparing individuals for professional interaction in a culturally diverse environment, which is particularly relevant in an era of global interdependence. The scientific significance of the research lies in introducing a new concept of English cultural competence as a phenomenon that transcends individual cultures and embraces diverse contexts. The study employs methods of theoretical analysis and synthesis, sociolinguistic and socio-constructivist approaches, as well as comparative analysis, to reinterpret the role of English as a lingua franca and its connection to multilingual communicative practices. The practical significance of the research lies in its potential to advance intercultural communication and improve interactions in multilingual and multicultural contexts, fostering greater understanding and acceptance of diverse cultural identities in a globalized world. The findings underline that the focus should be on developing intercultural competence resources rather than on studying isolated linguistic and cultural traditions.

The article studies peculiarities of organization of teaching of theoretical linguistic disciplines in the context of informatization of education. It emphasizes the importance of using internet technologies in the system of higher education, reveals main theoretical groundings of their implementation into the educational process and training teachers of English as a foreign language. The author analyses didactic parameters of using web-resources in the process of teaching linguistic theoretical academic subjects, taking as an example Theoretical grammar of the English language. The article gives an overview and brief analysis of some on-line linguistic databases, resources, free language theory courses which are widely available. The author demonstrates various possibilities of using specialized on-line resources for teaching the theory of the English language and organizing research work of undergraduate and graduate students. Reform of higher education in Ukraine is caused the needs of today society due to the building of information society and integration in the global intellectual space dimension. Modification of the requirements of educational process in higher education, its quality and semantic parties should ensure the quality of training to world standards. That is one of the main vectors and targets of the improvement of higher education in Ukraine should create a system of quality assurance and professional development aimed at forming professional independence and acquire new knowledge and skills in the conditions of intensive informational society. In this context particularly urgent search for new and upgrade existing forms of educational process appears. Thus, approaches to teaching theoretical subjects in a foreign language must be updated in view of the need for a informative professional competence. The systematic use of the Internet for relevant practical, research, creative tasks will improve professional skills improvement, skills will form the search, selection and analysis of scientific material. Further research prospects seen in a detailed study of the experience of using online technology in teaching linguistic disciplines at leading universities abroad.

The article reveals the peculiarities of higher education in Ukraine during its independence (1991 – 2002). The legislative framework, in particular, the Law of Ukraine “On Education”, the State National Program “Education” (Ukraine of the XXI century), the National Doctrine on Education Development, etc. has been shown. The attention is focused on the main directions of the development of higher education, such as: personal orientation of education; formation of national and universal values; creation of equal opportunities for youth in obtaining high-quality education; development of the system of continuous education and education throughout life; formation by means of education of a healthy way of life; development of the Ukrainian-language educational space; provision of economic and social guarantees for professional self-realization of pedagogical, scientific-pedagogical workers, increase of their social status; integration of education and science, development of pedagogical and psychological science; development and introduction of educational innovations, information technologies; integration of Ukrainian education into European and world educational space. The priorities of higher education in Ukraine, its principles and directions have also been determined. In particular, it is the training of people of high education and morals, qualified specialists capable of creative work, professional development, mastering and implementation of knowledge intensive and information technologies, mobility and competitiveness in the labor market; creation of the necessary conditions for the development of gifted youth; support of young people with special needs; upbringing of a healthy lifestyle, development of youth sports, tourism; ecological, legal, economic education and upbringing; succession and continuity of education; variety of types of educational institutions, variability of educational programs, individualization of education and upbringing; monitoring of educational process, increasing the quality of educational services; creation of conditions for effective professional activity, support of work capacity and preservation of health of pedagogical, scientific-pedagogical workers in accordance with their role in the society. Knowledge of peculiarities of the development of the higher education system of Ukraine, its considerable capacity and scientific potential will be able to provide further and rather rapid innovative development of this sphere.

The article considers the functioning of higher education in Ukraine, from fraternal schools to the emergence of the first universities (Ostroh Academy, Kyiv-Mohyla Academy, Universities of Lviv, Chernivtsi, Kharkiv, etc.). In particular, attention is focused on the historiography of the Kyiv-Mohyla Academy, the traditions of which are reproduced in the documentary illustrative source of I. Nechuy-Levytsky – the story “Khmary”. The functioning of the Kyiv Academy and its usual teaching methods (in particular, conducting exams) are studied on the example of this novella. The author, focusing on his own learning experience, realistically conveys the life at that time and learning conditions of students of Kyiv. Two antipodes of the intelligentsia of the older generation (Stepan Vozdvyzhensky and Vasyl Dashkovych) are analyzed, the actions of which clearly demonstrate the academic life of Kyiv in all its manifestations. The maturation of these characters as teachers and their attitude to their work are demonstrated. In contrast to the parental experience, the younger generation of Ukrainian students is represented by the story “Khmary” (Pavlo Radyuk, Olga Dashkovych). The specifics of Ukrainian women’s higher education (institutes and higher women’s courses) are revealed. In an ironic perspective, drawing on the character of Olga Dashkovych, the detrimental effects of such education through the inculcation of vain ideas, quasi-science, false ideas and ideals that led to life’s helplessness are depicted. Focusing on the story “Khmary”, the methodology of the exam is studied. Thus, on the example of Stepan Vozdvyzhensky and the Metropolitan, subjectivity is demonstrated in the assessment, the intellectual level of the examiner himself through his perception of the new European philosophy. It is found that for any generation the exam remains a test, an incentive to learn and a ground for the necessary knowledge. Keywords: I. Nechuy-Levytsky; “Khmary”; Stepan Vozdvyzhensky; Vasyl Dashkovych; Pavlo Radyuk; Olga Dashkovych; University; higher education in Ukraine; women’s education; exam methods.

The integration of Ukrainian higher education into the European educational area is a key condition for its reform and development. It provides for the activation of cooperation between Ukraine and the European Union in the field of higher education, harmonization of higher education systems, deepening of cooperation between higher education institutions of different countries, increasing the quality and importance of higher education in social processes, expanding the autonomy of universities and participation in academic mobility programs. The model of the European integration of higher education in Ukraine was developed. It can be used by other countries, taking into account the national features of their educational systems. The completeness of the adopted decisions and implemented measures regarding the modernization of the structure of higher education and the National Framework of Qualifications, the introduction of modern standards and educational programs, the principles and mechanisms of their development and implementation, compliance with European norms of organisation of educational process were studied and evaluated. The process of development the National Agency for Higher Education Quality Assurance as the key element of the quality system was analyzed. It has been established that all measures are carried out according to European practices and are consistent with the goals set by the Strategy for the Development of Higher Education in Ukraine in 2022-2032. These are significant steps towards improving the quality of Ukrainian higher education. It was determined that certain components of European integration are still in the process of implementation. It was emphasized that significant efforts will be required to rebuild Ukraine as a whole, to restore and develop higher education, in particular, in the postwar period in connection with the losses incurred because of the aggression of the Russian Federation. Received: 14 February 2023Accepted: 20 April 2024

The most popular international rankings on the development of higher education in Ukraine are presented, which show a mixed situation, namely that in some positions Ukraine is among the 50 countries with the strongest higher education systems in the world, but in the number of universities Ukrainian educational institutions are not leading. Analyzes the dynamics of the distribution of the number of students of higher educational institutions in Ukraine in accordance with the International Standard Classification of Education ISCED 2011. Also analyzed the dynamics of higher education institutions at the beginning of the 2019/20 academic year by subordination of institutions, the number of students in higher education institutions by source of funding. The main indicators of postgraduate and doctoral studies in Ukraine are given. The indicators of the number of foreign students in Ukraine are highlighted, the top 10 countries by origin of foreign students and the most popular universities among foreign students are provided. It is concluded that up to 50% of foreign students are trained in Ukraine in medical specialties, the training of foreign students in Ukrainian educational institutions is not only the image of the country, but also an important component of investment in the economy. Summarizing the current state and trends in the development of higher education in Ukraine, were identified current trends in the development of higher education and proposed a strategy for the development of higher education, which provides the maximum efficiency of all resources: organizational, institutional, instrumental, financial, scientific and methodological.

The goal of the study is the analysis of Recovery Plan of Ukraine (draft) on the topic of internationalisation of higher education, its goals and their fulfilment. Goal 4 Internationalization of higher education of Ukraine includes the following steps: introduction of online admission of foreigners to Ukrainian universities on a regular basis; determination of priority measures for learning English; bringing the list of fields of knowledge into compliance with ISCED (stage 1: June 2022 – the end of 2022). To achieve the above goal, several methods have been used, including an internet search, analysis, systematization of evident information. It was found that Ministry of Education and Science of Ukraine provides the regulatory framework for fulfilling goals of the first stage. At the same time it is stated that it is necessary to: approve electronic invitation form; register (registration and issuance by HEIs) electronic invitations using the means of a single interdepartmental electronic platform; interact regarding the approval of electronic invitations; keep records of electronic invitations; introduce the Law of Ukraine «On Employment of the Population» regarding the work of foreigners and stateless persons pursuing higher education in Ukraine; ratify the Global Convention on the Recognition of Qualifications concerning Higher Education (2019). The increase in the volume of state funding of higher education in Ukraine in the conditions of recovery from the consequences of the war with russia compared to the pre-war period is not realistic. The number of Ukrainian and foreign applicants to HEIs will decrease.

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

Purpose. The goal of the article is to highlight the aspects of implementing the educational-process automated management system “SEL”, which has been adapted to the existing stable processes in higher education institutions and realities of higher education in Ukraine. In particular, the study focuses on the implementation of the module “Teacher’s Individual Work Plan”, which significantly simplifies and optimizes the work of teachers. Methodology. To characterize the automated system “SEL”, research methods such as comparison and synthesis are used. To justify the effectiveness of the proposed system, a critical analysis method is used, while recommendations for further improvement of the system’s operation are developed using the generalization method. Findings. The article describes the aspects of implementing the “SEL” system at Vinnytsia Institute of Trade and Economics of State University of Trade and Economics. The system meets modern quality standards, considers the specifics of higher education in Ukraine, integrates with other information systems, and supports scalability for various user needs. Functional modules, including the “Teacher’s Individual Work Plan” and the elective subject selection system, are presented as tools that enhance the efficiency, transparency, and quality of educational services. The integration process of the module “Teacher’s Individual Work Plan” with other system modules is also detailed. Originality. The “SEL” automated system is developed, which, through automation and digitalization of educational services, improves the management of higher education institution. In particular, the use of unique modules such as “Teacher’s Individual Work Plan” and “Elective Subjects” enables the automation of processes and facilitates the work of the teacher and the process of elective subject selection by higher education students. Practical value. The developed system “SEL” makes it possible to implement the main functions for planning, organizing, motivating and controlling the educational process, scientific, methodological and organizational activities in a higher education institution.

The purpose of the article is a general analysis of the peculiarities of the organization of language training for foreign students of higher education in Ukraine and the systematization of models of language training for foreigners since the country gained its independence. The research was conducted in synchronic and diachronic aspects. Dynamic changes in the issue of the language course of Ukraineʼs development testify to the relevance of the study of the proposed models for teaching inophones.The authors proposed six working models of the linguistic organization of education of foreigners in higher education institutions of Ukraine, where the languages of instruction are Ukrainian, English, and Russian (used for some time in the eastern and southern regions), however, the language of socio-cultural communication is not always the studentʼs language of instruction. The authors analyse the advantages and disadvantages of each model, the features of their functioning, availability of educational programs and describe the content of language competence, speech, and professional components. The models of learning inophones in conditions of bilingualism (taking into account positive and negative interference) were also thoroughly studied.There is stated the main goal of teaching the Ukrainian language to the students of higher education who chose English as a medium of instruction in their fields. This model involves a reorientation of the content of the competencies that come to the fore (linguistic, speech, sociocultural, intercultural).The article provides practical recommendations for creating methodological support for the educational process of various models. Attention is focused on the need to intensify this kind of work against the background of enhancement of the role of distance learning and intensification of the application of innovative language teaching methods. The researchers propose options for solving the problems that arise during the teaching of Ukrainian as a foreign language to inophones.

The article reveals the economic essence of the current state of higher education in Ukraine. It examines the main problems of state regulation of risks and challenges facing modern education at the stage of reform. The subject of the study is the very system of higher education in Ukraine. The purpose of the study is to analyze the state of the modern market of higher education in the country, as well as the features and trends of its development to date in the process of reform. The development of the national education system is shown together with its social and economic problems and challenges, as well as the political conditions that find the direction of the development of education in the country. It was revealed that the main risks in the education system of Ukraine can be considered a decrease in the number of highly skilled professionals, the closure of a number of educational institutions with a reduction in the contingent that lead to financial losses. In addition, among the risks studied, the low efficiency of training technologies and the low-level of graduates’ competence, corruption and low rating indicators in the world educational community are highlighted. The author specifies the existing external risks of the education system in the country and presents possible ways of overcoming them. And also draws the conclusion that the current conditions of the country’s existence and specifically the development of the education sector, the introduction of new models and training programs is a complex process. The reform of higher education today does not have significant results, therefore, it is suggested that the entire education system in Ukraine is integrated and fundamentally reformed, with the aim of overcoming existing discrepancies between the educational product and the needs of society. So, the author says that the modern structure of education should give to ensuring ideal conditions for the functioning and development of the education system, taking into account the needs of modern society and the existing problems in the educational sphere, which should give quality educational services and freedom of choice in education.