Students’ Humanistic Position Formation in the Educational Process

Introduction. The concept of outcomes-based education (OBE) was first put forward in 1981 by the educator W. Spady, and has been widely valued and applied in a rapid speed. During the next 10 years, OBE has formed a relatively complete theoretical system and became the mainstream ideas of national education reform in the United States, Britain, Canada and other counties. At present, the technology and tools of OBE, despite the criticism, remain relevant for the development and optimisation of the humanities education system.The aim of the present research is to study and analyse the theory of OBE and the practice on the application of pedagogical principles for modernisation of the humanities education in China.Results and scientific novelty. Chinese education certification system has made notable progress in recent years. More universities and colleges are pursuing a quality improvement strategy focused on three main components – learning outcomes, student personality and continuous improvement. OBE establishes the same priorities; OBE is considered as a special type of effective pedagogical design. The features of this model implementation are briefly described – the structure of the training process, its stages and characteristics. The opportunities for improving humanities education based on OBE framework were considered. The OBE operates within the framework of the following core issues: the things students learn and the extent of student success, not the manner of learning; the place, the time of learning and the duration of training.OBE process implies ultimate involvement of students’ individual cognitive abilities to master competencies, which help adapt to future life. The knowledge of actual material (content of the programme) is not the key element of the education process, but the skills of knowledge application are important when solving specific tasks. The curricula, educational process, its methods, tools are adjusted, rebuilt and replaced if they do not contribute to the development of such skills, e. g. the results of the training determine its system and act not as a goal, but as a means of achieving it. The structure of results manages all educational activities, and their evaluation is carried out according to clear initially defined criteria, combined with flexible personalised requirements in order to get students to fully self-realise personal potential during a training course. To improve the initial design of curriculum, it is necessary to provide constant feedback “student-teacher”. The teacher has to organise and focus the learning process to give each student confidence in the acquired experience and to guarantee his or her success in further professional activities and life in general.Practical significance. The OBE concept fully complies with the needs and demands of modern society and modern people – it is no coincidence that such training has become one of the most popular forms of education in many countries, including the field of the humanities education in China. The present research leads to the conclusion that in the humanities field, notably in the teaching of foreign languages, a significant improvement in the quality of training of students can be achieved through the use of OBE teaching tools. In this model of training, practice is more important than theory. Moreover, this model assumes understanding to be more valuable than memory; the traditional “cramming” of educational information by students can be completely excluded; also, such model provides an opportunity to establish a continuous productive dialogue between the participants of educational process and to transform a classroom into a laboratory. The student becomes an active, self-motivated and responsible actor of his or her own individual educational trajectory, not a passive consumer of information, and the teacher – active assistant and coordinator of education.

Abstract. Introduction. Higher education institutions are a multicomponent centers of professional development of future specialist and centers of formation of human and social capital of country. An important condition for ensuring the competitive functioning of education institution, its ability to increase spiritual and intellectual potential of country is the development of organizational culture of institution. Organizational culture is a collective characteristic of the sociopsychological environment of educational institution, formation and development of which is determined by adaptability to external changes. Effective organizational culture contributes to the achievement of intellectual and cultural social goals by clearly defining the mission, goals and development strategy of higher education institution. Purpose. The purpose of the article is investigation the formation and development of powerful organizational culture of higher education institutions and presentation of its role in achieving competitive advantages of organizations at educational services market. Results. The essence of organizational culture of higher education institution is investigated. The views of scholars on interpretation of the terms «organizational culture» and «corporate culture» are presented and generalized. There is noted that organizational culture is a basis for formation of corporate culture of organization. Factors influencing the formation and development of organizational culture of higher education institution are identified and characterized, such as: professional activity of management, personal and professional development of teachers and students, macroeconomic environment, structural and organizational characteristics of institution. The influence of organizational culture on achievement of higher educational institutions' competitive advantages due to improvement of effective indicators of educational and scientific activity is presented. Modern tendencies in educational services market caused by migratory moods of youth, aging of the population are presented. The main measures to improve the organizational culture of higher education institutions at different levels (administrative, teaching, student and service) are described, which will increase the competitive position of organization. Conclusions. Organizational culture is very important for ensuring the quality and effectiveness of educational, scientific and cultural processes of higher education institutions, uniting the values, goals and norms of behavior and communication between all participants in educational process, regardless of positions and social roles. The full development of organizational culture of higher education institutions requires the coordination of values, skills and abilities of all representatives of organization to achieve a synergistic effect.

The object of this research is the business games as an effective method of corporate training for the acting executives and candidate pool. The subject of this research is the impact of business gamed upon the development of specific competences of the executives. The authors compare the Russian and foreign experience of conducting business games in corporate training, highlighting such aspects that the corporate training specialists are guided by in elaboration and selection of business games for the high-profile and demanding audience. The study is based on the analysis of Russian and foreign publication dedicated to corporate training, business games and innovative teaching methods for adults, as well as empirical data acquired as a result of elaboration and performance of corporate training of the candidate pool of the aerospace industry by one of the co-authors in 2017-2018. It is concluded that the method of business games is effective if adheres to the androgogic training principles, including systematicity, learning though experience, reflexivity, etc. In such case, it leads to achievement of such pedagogical goals as involvement of the participants in educational process, formation of new practical skills, development of competences, and so forth. The scientific novelty lies in paying sufficient attention to analysis of the impact of business games upon the development of competences of the executives. The materials can be used in development of modular programs of candidate pool training in the corporations.

The study focuses on reforms in Ukrainian modern education industry, in particular, on the attempt to outline the functional state of one of the most important phenomena of changes, i.e. the concept of “education quality”. The authors point to the possibility of analysing the phenomenon from several perspectives: terminological, conceptual and ideological. They envisage that such an approach can help to parameterize the contemporary educational phenomenon, which is too complex to define unequivocally. The text of the article demonstrates the complexity of the problem to analyse in one way as it is multicomponent and multidimensional. Most researchers engaged in assessing education quality within the contemporary Ukrainian educational space focus their attention on two or more dimensions, which is projected on educational activities in terms of analysing its process or its outcome. According to the authors, strategic inaccuracy and blurred approach to the phenomenon are the reasons for numerous attempts to conceptualize a complex concept unidimensionally at the same time losing its multidimensionality. One of the reasons for this is the dynamics of educational processes under the conditions of information society formation. The authors consider the problem of “education quality” concepts functioning against the background of rapid development of educational communication processes during modern digital epoch. Most current approaches used to define the concept of “education quality” give grounds for justifying the multidimensionality of the phenomenon, which can be explained by reforming the educational communication itself, the dynamics of global processes of cognition and information change in the methods of interaction between educational process participants. The dynamics of information process development in modern society requires systematic and reasonable steps in regard of implementing educational innovations, and the matter of “education quality” phenomenon necessitates a new and integrated target-driven research in order to establish clear boundaries of this too broad and multidimensional concept. Key words: education, education quality, information technologies in education, pedagogical communication, information society, terminology.

The article defined the role of Foresight-studies in the current conditions of higher education system development. Different types of Foresight-studies in different countries and their application for educational purposes are analyzed. Methods of conducting foresight research are revealed on the basis of which the most common among them are: Delphi method, SWOT analysis, Information flow analysis, Focus Group Technique, Expert Panels, Scenario Planning, Highlight Key Technologies, Technology Mapping, Development of Roadmaps, Source Scanning, “Analysis of Global Trends”, “PEST Analysis”, “Reverse Scenarios” etc. It is stated that the foresight can be called a technology of constructive attitude towards the future. It involves the development of a system of private forecasts in the most important areas of scientific and technological progress and a comprehensive forecast of scientific and technological development. The article gives examples of university Foresight-studies and their role in forming a modern specialist with forecasting skills. The focus of the study is pay special attention on the Foresight-study conducted at the School of Foreign Languages of V. N. Kharkiv National University entitled “Strategy for the Development of Education at The School of Foreign Languages”. The study was carried out using the Delphi method and included an online survey (digital questionnaire) created in Google forms and included two stages. The first stage was aimed at revealing the general direction of the development of the educational process, and the second stage was aimed at specifying teaching strategies that could be used in the future by the School of Foreign Languages. The survey was attended by 105 people who work or study at the university. It is established that the priority directions of development of educational process at the School of Foreign Languages may be: introduction of the latest digital technologies into the educational process; increase of teaching efficiency and distribution of time between participants of educational process (transformation of the role of the lecturer); communicative aspect through improvement of teaching methods at the School of Foreign Languages, namely the involvement of foreign language speakers in teaching and practice, conducting more foreign language activities, changing the criteria for assessing students’ success by foreign models.

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

The article analyzes the current research of the future teachers’ training in the context of the problems of using innovative technologies in the professional activities. The author concludes that the digital competence of future teachers is an important component of vocational training. In the modern world, the information, presented in the digital format, is the main direction of structural reforms in many countries. The aim of the article is to highlight and characterize the modern requirements of the formation of digital competence of future teachers in the process of professional training in institutions of higher education in Ukraine. The international requirements for digital competence of citizens in an educational context have been characterized. Digital competence indicators of teachers include knowledge, skills and abilities to use online tools creatively while respecting proper rules of ethical behavior on the Internet. The importance of the formation of digital competence, as a vital skill of the personality, in the professional training of future specialists has been proved. In the context of the study, digital skills of a teacher in the 21st century have been highlighted. They should be based on the free and appropriate using of various opportunities in the process of professional activity, inherent in computer services and online technologies. The use of digital technologies in the educational process contributes to the independent cognitive activity of students and the organization of the effective interaction between its participants. Innovative technologies allow students to solve the tasks, which are as close as possible to the reality. The author defines the concept of “digital competence of future teachers” as the ability of a personality to use, select expediently and interact with digital technologies in pedagogical activity, which gives the chance to involve students in training and to cooperate effectively with all participants of educational process. Digital competence of future teachers is an important component of their professional activity, which will contribute to the effective using of innovative technologies in teaching. Owing to the modern information technologies, computer services and online technologies are widely introduced and used in the educational process.

The article considers the development of emotional competence of prospective elementary school teachers, which is understood as a set of views, values, acquired knowledge, skills in the emotional sphere, their understanding, expression, regulation and allows you to successfully organize the educational process on an emotional basis, empathy, respect, cooperation with schoolchildren, their parents, colleagues, to realize themselves in personal and professional activities. The purpose of the article is to study and theoretically substantiate the criteria, levels and indicators of the formation of emotional competence of future primary school teachers. To solve the problem, methods of analysis of psychological and pedagogical literature, systematization and generalization of theoretical material, study of experience were used. On the basis of structural components of the specified phenomenon cognitive, value, activity criteria are developed. Cognitive criterion is characterized by the presence and completeness of knowledge about emotions, feelings, emotional states, ways of their expression, causes, age features of the emotional sphere of primary schoolchildren, awareness of technologies influencing the emotional state of schoolchildren, ways to manage their emotions. The value criterion includes recognition of the value of emotions in professional and personal spheres, acceptance of own emotional experiences and feelings of schoolchildren, their parents, colleagues, humanistic attitude to communication, interaction with participants of educational process, need to be emotionally competent teacher, motivation to succeed in pedagogical activity. The activity criterion includes a set of skills and abilities of the student to adequately perceive schoolchildren' emotions, understand their feelings and their own emotional state, express their own emotions, manage them, establish productive communication, organize interaction with schoolchildren, their parents, colleagues, make a constructive impact on participants' emotional state, educational process, motivate, stimulate them, prevent conflicts, apply constructive strategies to resolve them. Given the degree nature of the acquisition of competence, the low, medium and high level of formation of emotional competence of prospective primary school teachers is determined, their characteristics are described. Keywords: emotional competence, prospective elementary school teacher, criteria, indicators, levels, formations.

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.

Increasing social and emotional development of primary school students with learning difficulties promotes equal participation in educational processes at all levels of their education. Social coexistence programmes at all school levels empower all students both emotionally and socially by promoting solidarity and creatively enhancing the learning environment. The aim of this research was for the students with learning difficulties and the teachers to evaluate a social coexistence programme implemented in a Greek Primary School. The program involved 22 students in a 4th-grade class, 4 of whom had been diagnosed with learning difficulties, and 4 members who are scientific and teaching staff of the school. In order to evaluate the actions of the programme, the multimethodological approach was applied by using a sociometric tool and a logbook, and by conducting semi–structured interviews. The research results showed that the social interaction of students with learning disabilities with their peers increased significantly after the completion of our intervention. The development of a collaborative culture in school was cited as a decisive factor for the effective implementation of social coexistence programmes by the participating adults. The results are discussed in the context of implementing similar interventions in more classes by having more students and members of the teaching staff participating as well.

Nowadays, a big part of eLearning applications is web-based, designed with integrated interactive multimedia objects and extensive information exchange among clients and servers. This requires appropriate security measures to be taken to protect users, infrastructure and databases from a variety of threats and attacks. The paper presents the developed multimedia information system for eLearning purposes to train students from the Informatics course. It is realized through object-oriented language C# and Microsoft Visual Studio, ASP.Net, HTML5, CSS3, SQL Server Manager Studio and ToolBook and it is constructed taking into account the importance of security issues for protection the participants in educational process and university resources. The literature overview based on bibliometrics approach is performed to outline the current state in the field of security of multimedia information systems. The findings point out that the security topic is still not in the center of research in the explored in the paper context that exposes the educational assets at risks of attackers’ malicious activities. Also, a predictive model, based on machine learning algorithms is created to present trending issues.

Growth of changes facilitates dynamics of consumer demand flexibility of organizational process and structure. Project-oriented management is one of such mechanisms of higher school transformation. Each educational, research, entrepreneurial and administrative project can be considered as the independent market product significantly raising indicators of university activity. Participants of educational process are integrated into project development therefore Groups of design training work on the customers’ problems solution that increases interest of business in the University. The article describes scientific and methodological support for the implementation and evaluating the effectiveness of a project-oriented model for management learning and managing the educational process, scientific and commercial activities at the university. It includes methods for development of teaching and learning in business and management in the university in the aspect of project-oriented management model, the mechanism for changes implementation in the structure of business and management education and roles of management educators. The developed methodology for planning and assessing the effectiveness of a project-oriented model of management learning makes it possible to significantly facilitate the process of introducing project management in the university by identifying specific quantitative and qualitative performance indicators. The article includes the report on specific evaluation and planning efforts in the field of changes in the structure of management education.

The main aim of this article is the disclosure of new form education of aviation specialists potential, that is the work of aviation educational centers and also students opportunity for realization themselves in aviation field in any level of their abilities and liabilities. The main research tasks: to get to know the role of state and private partnership in developing of national and aviation education; reveal the complex of specific fields of preparing aviation specialists; consider the main factors and directions of perfection their preparation in new social and economical circumstances and the changes of aviation technics generation; fast moving transferring on new technologies of theirs developing and production; examine the main problems of pedagogical combination of educational centers; to learn the standard claims to professional preparation of flying and technical specialists to which the aviation and technical educational centers should be oriented. The article considers the factors which influence the process which takes place in the sphere of aviation community preparation in modern society, the creation of new educational infrastructure - Aviation educational centers of civil aviation, the description of experience of Aviation educational center in Ulyanovsk higher civil aviation school. The main factors are the following: globalization; unification of main demands to the education of aviation specialists; denationalization which leads to the reduction of control from the side of the state; the transition to new technology of project and production of aviation equipment, which demands principally new approach to retraining flying, air controller and engineer stuff; the rapid development of private companies which can use the possible resources to improve the educational process. The model of integrated national system of preparation of aviation and technical staff for aviation is introduced in the paper - PPP - Public Private Partnership, which describes the functions of reasonable tracking changes of mark demand to modern aviation education, the division of field of responsibility between participants of educational process and also structures which control the process as a whole.

The analysis of the relationship between the growing interest in artificial neural net- work and it’s negligent exploitation by students of secondary and higher schools in order to minimize personal intellectual effort is conducted in work. The author has proposed the biographical and literary pattern from the ancient history - Solomon’s polyfunctional as one of the self stimulation tools of participation in educational process. That is con- sidered as a universal analogue of comprehensive use of personal potential. The personal development path is confirmed by biological data.

Introduction. In the modern educational space, innovative methods and approaches are being actively introduced to improve the quality and accessibility of education. Particular attention is paid to the use of gaming technologies in the educational process to develop students' meta-subject skills, which is important for preparing for the rapidly changing conditions of our time. The purpose of the study is to study the effectiveness of using pedagogical games during extracurricular time for the formation of meta-subject skills in students studying in various pedagogical profiles. Materials and methods. A total of 145 students of a pedagogical university took part in the study, of which 66 students were included in the focus group. All students were examined using certain psychodiagnostic techniques aimed at identifying parameters for the development of creative and critical thinking, as well as communication and organizational abilities. Over the course of 2 months, students selected for the focus group participated in a formative experiment, within the framework of which 7 pedagogical games were developed and conducted, aimed at developing certain meta-subject skills among the experiment participants – communication and creative abilities, willingness to cooperate and critical thinking. The entire series of 7 games was developed by specialists from the A. Dinaev Pedagogical Workshop, operating at the Chechen State Pedagogical University. Results. Based on the results of the study, empirical data was obtained indicating the effectiveness of pedagogical games in the development of certain meta-subject skills in students, such as creativity and some communication skills. The results of the study indicate that, as a result of the formative experiment, students who took part in specially organized game-format events demonstrated significantly higher rates in the development of creative abilities (t=2.879; p=0.005) and certain communication skills (t=2.058; p =0.041), which indicates the effectiveness of using pedagogical game technologies for the purpose of developing meta-subject skills in students. Conclusion. Pedagogical games are an effective tool in the educational process for the development of students' meta-subject skills. Their use not only helps to increase motivation and interest in the educational process, but also develops in students important competencies necessary for successful adaptation to modern challenges. The results of the study can be used for the further development of pedagogical methods and the introduction of gaming technologies into the educational process.