As we can see in the Table 1. he comparative
analysis is also demonstrates, that educational
programs, lists of educational literature,
including those with th e possibility of using
electronic textbooks, manuals, and educational
applications, need to be further updated in
Ukrainian Universities what is visible from the
lines 1, 3, and 9. The implementation of an
individual approach in the educational process,
its personalization and the development of the
cognitive activity of those who gets teacher
education, including for students with special
educational needs, will be implemented in the
future what is presented by lines 4‒6.
The continuality needs the implementation and
support for the development of an effective
system of digital transformation in Ukrainian
universities in the following directions: the
digital educational environment is accessible and
modern; development of digital competencies of
participants in the educational process; the
content of ICT education meets modern
requirements; services and processes in the field
of education are transparent, convenient and
efficient; introduction of electronic document
flow (lines 1, 3). In the conditions of conducting
an information hybrid war, it remains important
to ensure the conditions for providing access to
the participants of the educational process to the
safe use of the Internet, the formation of skills of
safe behaviour on the Internet, providing
computers with licensed programs, technical
means and other control tools that limit access to
sites with unwanted content during the online
behavior of children and adults.
Heads of universities actually took responsibility
for making management decisions in the new
conditions of Ukrainian universities education
process (studying and work), adapting regulatory
documents and recommendations of central
executive bodies in the field of education
(lines 9). They are recommended to use external
(including scheduled/unscheduled institutional
audit) and internal (conducting the procedure of
self-assessment of educational and management
processes, development of the internal system of
ensuring the quality of education in educational
institutions) tools for the development of the
education quality system, adapting them to the
conditions of conducting educational and
management activities in the conditions of
martial law and the post-war period (line 4).
Conclusions
The investigation demonstrated that in general
current trends of teachers’ education in
Ukrainian and European Universities are almost
similar, which proves, that Ukrainian
pedagogical education in universities has been
well integrated into the European educational
and scientific space, is developing taking into
account the trends and advanced practices of
universities of leading European universities.
The indicated trends are also related to the fact
that in the last decade in the Ukrainian scientific
community, not only the implementation of
comparative pedagogical research was
intensified, but also the trajectory of international
cooperation and cooperation was built, the
industry of developing scientific projects and
finding partners developed, which has a positive
effect on the overall quality of higher
pedagogical education in Ukraine, although the
issues of student and teacher academic mobility
remain open for discussion. However, the
problem of academic mobility is a matter of a
separate scientific analysis and requires an in-
depth study of the root causes of the low
interactivity of such mobility in Ukrainian
universities, in particular in the pedagogical
space, which is a perspective for further scientific
research by the authors of this scientific project.
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