Volume 11 - Issue 56
/ August 2022
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DOI: https://doi.org/10.34069/AI/2022.56.08.11
How to Cite:
Melnyk, N., Pukhovska, L., Kovtun, O., Biletska, I., & Ladohubets, N. (2022). Current trends of teacher education in the Ukraine
and EU countries under conditions of pospandemia and russian invasion. Amazonia Investiga, 11(56), 103-113.
https://doi.org/10.34069/AI/2022.56.08.11
Current trends of teacher education in the Ukraine and EU countries
under conditions of pospandemia and russian invasion
Сучасні тенденції педагогічної освіти в Україні та країнах ЄС в умовах поспандемії
та російського вторгнення
Received: September 25, 2022 Accepted: October 10, 2022
Written by:
Nataliia Melnyk45
https://orcid.org/0000-0002-6641-0649
Liudmyla Pukhovska46
https://orcid.org/0000-0002-0313-7761
Olena Kovtun47
https://orcid.org/0000-0001-5216-6350
Iryna Biletska48
https://orcid.org/0000-0002-3372-9100
Nataliia Ladohubets49
https://orcid.org/0000-0003-4321-3201
Abstract
The article is dedicated to the determination of
what are the general (European) and local
(Ukrainian) trends in teachers’ education. The
formulation of the goal is determined by the need
to find out how the challenges faced by
Ukrainian universities in the conditions of the
war and post-pandemic affect the development
trends of European pedagogical education as a
whole. The object of study was trends of
pedagogical education in Ukraine and Europe.
The authors analyzed processes of adaptation of
university pedagogical education to functioning
Ukraine – in conditions of war and post-
pandemic, and in Europe – in conditions of
massive integration of the Ukrainian university
community, both students and teachers, in
European institutions of higher pedagogical
education.
The comparative analysis demonstrated, that
educational programs, lists of educational
literature, including those with the possibility of
using electronic textbooks, manuals, and
45
Doctor of Science in Pedagogics, Associate Professor, Professor of the Department of Foreign Languages and Translation, Faculty
of Linguistics and Social Communications, National Aviation University, Kyiv, Ukraine.
46
Doctor of Science in Pedagogics, Professor, Department of Philosophy and Adult Education, State Institution of Higher Education,
University of Education Management, National Academy of Educational Sciences of Ukraine, Kyiv, Ukraine.
47
Doctor of Science in Pedagogics, Professor, Department of Foreign languages and translation Faculty of Linguistics and Social
Communications, National Aviation University, Kyiv, Ukraine.
48
Doctor of Science in Pedagogics, Professor, Department of Foreign Languages Theory and Practice, Faculty of foreign languages,
Pavlo Tychyna Uman State Pedagogical University, Uman, Ukraine.
49
Doctor of Philosophy in Pedagogics (Candidate of pedagogical science), Professor, Dean of the Faculty of Linguistics and Social
Communications, National Aviation University, Kyiv, Ukraine.
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educational applications, need to be further
updated in Ukrainian Universities. The
investigation proved out, that 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 ect.
Keywords: development trends, teacher
education, post-pandemic period, university
education.
Introduction
The development of modern pedagogical
education in Ukraine and in Europe today is
determined not only by the global trends of
globalization, integration and unification, the
requests of Ukrainian and European society for
educational services, but also primarily by the
extremely difficult conditions in which
Ukrainian higher education is forced to function,
and for European institutions of higher
education, the question of integration and direct
involvement of both Ukrainian teachers and
students in the educational dimension of
European education arose on a much larger scale
than was the case until February 24, 2022.
It should be noted that in the last two and a half
years after the beginning of the pandemic,
Ukrainian higher education institutions adapted
the educational process to work in a mixed
format: at the beginning of the 2021‒2022
academic year, a number of universities started
the educational process in an offline format, later
in October‒November 2021 most universities
have returned to the format of distance teaching
and learning. However, the events of
February 24, 2022 forced Ukrainian institutions
to put the educational process on hold due to the
rude invasion of Russian troops on the territory
of our state, and the explosions that forced
Ukrainians to leave their homes stopped the full
functioning of all industries in the country and
society as a whole.
The administrations of all institutions of higher
education made operational decisions regarding
the specifics of transformations of the
educational process in the unpredictable
conditions of the war, most universities took a 2-
to 3-week vacation (Skarlet, 2022), which
allowed all participants in the educational
process to recover from the initial shock during
this time. Therefore, already at the end of March
and the beginning of April 2022, universities
began to gradually return to the remote mode of
learning and professional activity. The relevant
resolutions and recommendations of the Ministry
of Education and Science of Ukraine and the
Government played a significant role in the
efficiency of making the necessary
organizational decisions, including: the
resolution of the Cabinet of Ministers of Ukraine
“On the peculiarities of the accreditation of
educational programs for the training of higher
education seekers under martial law” from
March 16, 2022 (Ministry of Education and
Science of Ukraine, 2022a); the decision of the
Union of Rectors of Ukraine, which provided
support for the initiative of the Ministry of
Education and Culture regarding the cancellation
of DPA, external examinations in high school,
simplification of admission to the master’s
Melnyk, N., Pukhovska, L., Kovtun, O., Biletska, I., Ladohubets, N. / Volume 11 - Issue 56: 103-113 / August, 2022
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degree in 2022, cancellation of graduation from
medical universities according to the “Krok”
system; giving universities the right to
independently determine the amount of tuition
fees (if necessary) (Ministry of Education and
Science of Ukraine, 2022b), etc.
The return of universities to work in wartime
conditions caused mixed reactions in the
teaching and student community, given the fact
that critical infrastructure of the state was
destroyed as a result of the Russian invasion,
including universities in various regions of
Ukraine. In this context, a number of studies
were conducted on the readiness of the university
community to return to work and study in
wartime conditions. Thus, according to the study
by N. Melnyk and co-authors of the project
“Higher education in the post-pandemic period:
transformations, challenges and prospects” (state
registration number: 0122U001803)” the
monitoring study demonstrated readiness (more
than 54 % among the scientific and teaching and
37 % among the student contingent of
respondents university community to study and
professional activities in war conditions,
regardless of psychological tension and physical
fatigue due to stress (Melnyk, 2022; Kovtun,
Kokareva & Ladogubets, 2022).
However, the focus of the survey in these studies
was on the university community as a whole, as
it was important to gather information about the
primary challenges and responses of the
university community. At the same time, we note
that these studies and surveys were carried out
mainly among institutions of higher education of
the humanitarian profile, which prepare future
teachers, social workers, psychologists,
philologists, etc. In the initiated research
presented on the pages of this article the purpose
is not the challenges to scientific and pedagogical
personnel that arise in the conditions of war and
in the post-pandemic period in Ukrainian
universities, but rather the determination of what
are the general (European) and local
(Ukrainian) trends in teachers’ education that
we can observe in Ukrainian and European
pedagogical universities.
The formulation of the goal is determined by the
need to find out how the challenges faced by
Ukrainian universities in the conditions of the
war and post-pandemic affect the development
trends of European pedagogical education as a
whole, do they affect at all and do they have a
global or local character?
Therefore, the object of study is the development
trends of pedagogical education in Ukraine and
Europe.
The subject of research – processes of
adaptation of university pedagogical education to
functioning in conditions of new social
challenges (in Ukraine – in conditions of war and
post-pandemic, and in Europe – in conditions of
massive integration of the Ukrainian university
community, both students and teachers, in
European institutions of higher pedagogical
education).
Methodology
The research methodology involved the gradual
application of a set of interrelated methods, such
as: theoretical – collection and processing of
factual research material – studding and analysis
of scientific articles, monographs and materials
of dissertation research of Ukrainian and foreign
scholars on the modern tendencies teachers ‘
education development, analysis of the results of
empirical data, statistical and differential
analysis of data collection, comparative analysis
of the results; empirical – electronic
questionnaires, questionnaires, direct
communication with students of Ukrainian and
European pedagogical universities. The research
methodology involved three stages: the first –
monitoring the current state of pedagogical
education in Ukraine and Europe (definition of
monitoring criteria); the second is the
determination of the primary reactions of
university pedagogical education to the
challenges faced by the scientific and
pedagogical community and students in Ukraine
and Europe after the pandemic and with the
beginning of the invasion of Russian troops into
Ukraine; analysis of modern conceptual and
organizational changes in university pedagogical
education in Ukraine and European countries.
Research conceptual background
When determining the categorical apparatus of
the initiated research, it is important to outline the
main concepts that determine the levels and
structure of the implementation of scientific
work. Synthesizing the interpretation of the
concepts “development” ‒ the general principle
of explaining the history of nature, society and
knowledge, these are two forms of development:
evolution – gradual quantitative changes of an
object; revolution – qualitative changes in the
structure of the object, progressive (upward)
development and regressive (downward)
development (Busel, 2009, p. 1235); the concept
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of “trend” is the direction of development
(irreversible change) of any phenomenon,
thought, idea (Busel, 2009, p. 1440) According
to Oxford Learners’ Dictionary “...trend is the
direction of change or development of a situation
is called a trend , thus, trends in education are
teaching and learning methods being highly
applicable and bringing great value to people”
(Oxford Advanced Learner's Dictionary, 2022);
as well as the concept of “pedagogical
education” – a system of training pedagogical
personnel (teachers, educators, etc.) for
secondary schools and other educational
institutions in pedagogical universities,
institutes, colleges of various types and forms of
ownership (Goncharenko, 1997, p. 252) and the
process of teaching or learning the skills you
need to be a teacher in a school (Oxford
Advanced Learner's Dictionary, 2022). We
offered the following general formulation of the
concept of the trend of the development of
pedagogical education. We understand the
development trends of pedagogical education as
a complex process of irreversible changes
occurring in the system of professional training
of specialists in pedagogical professions, which
are characterized by quantitative and qualitative
indicators and lead to transformations in the
structure with progressive or regressive features.
Results
Current trends of teachers’ education in
Ukrainian Universities
The large-scale invasion of Russia, which began
on February 24, 2022, caused a complex of
serious problems in Ukrainian education. First of
all, this concerns the forced displacement of a
significant number of the population of Ukraine
and the destruction and damage of educational
institutions as a result of military operations.
Over 10 million (Ukraine Data Explorer, 2022)
people changed their place of residence under the
pressure of circumstances: 6.5 million within the
country, 3.9 million went abroad. These are
mostly women and children. UNICEF reports
(UNICEF, 2022) that more than half of the entire
child population of Ukraine ‒ 4.3 million
children out of a total of 7.5 million ‒ were
forced to leave their homes. At the beginning of
May (Koshkina, 2022), it was confirmed that
more than 23,000 teaching staff and more than
600,000 students had gone abroad. But these data
are not accurate. Directors and rectors say that
the whereabouts of about 10‒15 % of pupils and
students have not been identified.
1 748 educational institutions (Ministry of
Education and Science of Ukraine, 2022d)
suffered from bombings and shelling, 144 of
them were completely destroyed. 34 institutions
of higher education (HEIs – institutes,
universities and academies), 42 institutions of
professional pre-higher education (colleges) and
65 separate structural subdivisions moved
(Koshkina, 2022). Every week, the number of
victims of the war and displaced persons of the
ZVO is increasing.
There is no doubt that the Russian armed
aggression in 2022 will lead to significant
changes in the higher education system of
Ukraine as a whole. First of all, the reduction of
state expenditures on higher education and
budgetary places in higher education institutions,
a decrease in the income of the population, a
significant increase in “educational migration”
can cause a significant decrease in the demand
for domestic higher education with
corresponding consequences for teachers,
administrations and the network of higher
education institutions. At the same time, the war
rapidly accelerated the course of natural trends in
the development of the higher education system
regarding the optimization and correction of its
structure, scope, and content.
The most obvious negative consequence of the
relatively high mass of higher education was the
devaluation of the received qualifications. More
and more people have diplomas of higher
education, and the number of jobs for them is not
increasing – therefore, competition is becoming
fiercer, unemployment among graduates of
higher education is spreading. In fact, the
inflation of higher education was taking place.
The situation has worsened due to the improper
connection between the structure of teachers
training in higher education institutions and the
demands of the economy – this is a long-standing
problem of Ukrainian higher education. There is
no doubt that there is a need to bring the state
order for the training of teachers in line with the
real needs of the national economy, and
especially in the conditions of war, with the need
for the development of the war economy and
post-war recovery.
Therefore, the state should first of all provide the
opportunity to obtain higher education free of
charge (in whole or in part):
1. by specialties and in volumes that are really
needed by the state sector of the economy
and systems of providing critical public
goods (defence, education, medicine, etc.),
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as well as by those specialties and in those
volumes for which there are reliable
(confirmed by employers and the expert
community) forecasts regarding demand for
them in the private sector of the economy;
2. applicants who have shown much higher
than average abilities for the next study.
Restructuring and optimization of the state order
for the training of teachers under the conditions
of real decentralization of the higher education
system, autonomy of higher education
institutions, reduction of corruption and
introduction of an independent system of quality
control of education will not only have a positive
effect on the state budget, but will also be
accepted by society.
The war has intensified and expanded the
challenges already facing education due to the
COVID-19 epidemic. For the Ukrainian
educational system, this test became a kind of
incentive that opened a window of new
opportunities, becoming a catalyst for long-
overdue modernization changes in education.
First of all, it is about the development of digital
and distance education, in particular online. But
the prospects for the transformation of education
are not limited only to these areas. The
development of non-formal and informal
education, the creation of mechanisms for
recognizing its results in the formal education
system also require close attention. It is time to
test and widely implement modern teaching
methods using information technologies
(Melnyk et al, 2022).
The investigation on challenges for scientific and
pedagogical staff of universities after
pandemia 2019 prove out the uneven readiness of
staff and departments for online mode, lack of
technical equipment and other difficulties, many
students gain a completely different educational
experience in the Internet environment, and it is
important for universities to identify weaknesses
and develop the right monitoring methods in new
conditions (Melnyk et al, 2022), but at the same
time the research proved that the main trend in
modern teachers’ education is the introduction
of the “lifelong learning” model, which enables
a person to adapt and develop their competencies
and professional skills in accordance with rapid
changes in the economy, technologies and labour
markets. This model contains the following
subsystems:
− non-formal education (by degree of
institutionalization);
− distance education (according to the method
of organizing the educational process);
− online education (by means of
implementation);
− mixed education (combination of traditional
and online means of education) (Melnyk
et al, 2022).
To succeed in the innovation economy, a person
must possess new competencies – constantly
updated, even compared to the recent past. The
formation of the knowledge economy and
globalization processes affect the structure of the
labour market, increasing the dependence of
successful employment and effective
professional activity of a person on the
accumulated human capital, the most important
role in the formation of which is played by the
level and Modern trends teachers’ education in
Ukraine, the initiatives of the Ministry of
Education and Science of Ukraine are also
determined; proposals and recommendations
were developed regarding the beginning of the
school year and solving the problems of
participants in the educational process under
martial law in such areas as:
Proposals regarding the implementation of state
policy in the field of pedagogical education,
which are determined by the laws of Ukraine “On
education”, “On higher education” with
amendments to these laws already in the
conditions of martial law in March of this year,
according to which beside the constitutional and
legally enshrined right to affordable and high-
quality education is one of the important factors
influencing the income and employment of the
country’s population are added the task on the
creation of a safe educational environment
(Safe Educational Environment: New
Dimensions of Safety from the State Education
Quality Service; Proposals regarding the physical
safety of participants in the educational process,
in particular during the journey to the educational
institution), organization of education in various
favourable forms of distance and mixed learning,
taking into account the circumstances of active
hostilities or occupation, the need to monitor the
implementation of state guarantees, raising
parents’ awareness of the conditions for
children’s education during wartime.
Ensuring the students’ rights on education –
There were peculiarities of admission to study for
higher education of persons, whose place of
residence is temporarily occupied territory,
inhabited territory points on the contact line or
who moved from such territories after January 1
2022, in terms of passing the annual assessment
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and the state final attestation, obtaining a state-
style document about the full general secondary
school education (if the person did not receive a
document on education in accordance with
legislation), are determined in accordance with
the Admission Procedure for obtaining higher,
professional pre-higher and professional
(vocational and technical) education of persons,
who live in the temporarily occupied territory of
the Autonomous Republic of Crimea and the city
of Sevastopol, the temporarily occupied territory
of certain districts Donetsk and Luhansk regions,
territories of settlements on the line collision,
approved by the order of the Ministry of
Education and Science of Ukraine dated
01 March 2021 No. 271, registered in the
Ministry of Justice of Ukraine 15, April 2021
under No. 505/36127 (hereinafter – order
No. 271). (Ministry of Education and Science of
Ukraine, 2022c).
Ensuring the rights of teaching staff – the
recommendations included the instructions on
that the educational process is organized in a safe
educational environment and Methodological
recommendations regarding the organization of
the educational process in Universities in the
2022/2023 academic year – recommendations of
the Ministry of Education and Science. The
organization of the educational process can be
carried out in face-to-face and remote modes, or
in a mixed form that combines face-to-face and
distance modes. Such a combination is possible,
in particular, for different types of classes
(practical, laboratory classes are conducted face-
to-face, lectures are conducted remotely)
(Ministry of Education and Science of Ukraine,
2022c). But as resent questioniaring has shown
that some right on teaching staff have been
brakes especially as for that financial protection
and social package (Melnyk, Kovtun, Kokareva,
Ladogubets & Luzik, 2022; Melnyk et al, 2022.).
The priority is the observance of academic
integrity (Sorokina, Artyukhova & Degtyareva,
2017), the realization of the right of every student
of education to a fair, impartial, objective,
independent, non-discriminatory and honest
evaluation of the results of his studies, regardless
of the type and form of his education in the
conditions of distance and mixed learning
(Nedypich and Vasylenko, 2022).
Current trends of teachers’ education in
European Universities
The Covid-19 pandemic has created challenges
and caused disruption across the Higher
Education sector; university campuses closed,
and face-to-face teaching and assessment shifted
to an online format. Learning from our students’
experience during this period will help us shape
future hybrid delivery so that it best fits
Bioscience students. This pedagogical study
explored Aston University’s Bioscience
students’ experiences of studying from home,
and the impact of the lockdown on mental
wellbeing and quality of life. 151 students
completed an online survey during August 2020,
which included open and closed questions.
Analysis of survey data revealed that a majority
of students reported positive experiences of
online open-book assessments and most would
welcome this format in the future. The majority
of students faced no technical issues,
predominantly stating that they also had good
internet connectivity. Shifting to remote learning
and online classrooms uncovered conflicting
preferences; despite wanting more interactive
lectures, only half of the students were
comfortable interacting using video cameras.
Free text responses provided an insight into how
some students reported an inadequate home
working space/environment and lacked
necessary items such as a desk, highlighting how
remote working may intensify social and digital
inequality – particularly for students from more
deprived households. Wider detrimental
experiences of lockdown included dissatisfaction
with access to healthcare, decreased
concentration, sleeping difficulties and a decline
in mental wellbeing. Education strategies going
forward will need to address the mental health
needs of students who have suffered during the
pandemic (Bashir et al., 2021).
The analysis of A. Zancajo and others (2022) has
allowed us to identify three preponderant areas of
response: the digitalization of the educational
system, educational inequalities, and teachers’
development. The agendas and policy
instruments that international organizations have
so far pushed for in relation to each of these areas
do not differ substantially from the agendas and
instruments they promoted in the pre-pandemic
era. It is still early to assess the deepness of the
transformations in course, but in most cases,
prevailing responses represent the intensification
of change processes initiated before the
pandemic. Nonetheless, the type and intensity of
country responses vary among the European
Union member states. Although the pandemic
represents a common thread, countries have
experienced the crisis differently according to the
characteristics of their educational systems and
the main problems the crisis has revealed.
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The investigation of OECD (2022) demonstrates
that COVID-19 crisis has resulted in a significant
increase in online learning by adults. Much of the
training that had started as face-to-face in
classroom environments has been pursued
online. Furthermore, individuals are being
encouraged to use the time freed up by short-time
work schemes to take up new training. As such,
the crisis provides a powerful test of the potential
of learning online. It also highlights its key
limitations, including the prerequisite of
adequate digital skills, computer equipment and
internet access to undertake training online, the
difficulty of delivering traditional work-based
learning online, and the struggle of teachers used
to classroom instruction.
The digital competencies formation in European
pedagogical universities. Accordin to the
investigation of Artacho, Martínez, Mart and
others (2020) the arrival of information and
communication technologies to the educational
atmosphere has led to the development of the
digital competence of teachers, which is one of
the educational challenges teacher training has to
face now. The authors have developed an
evaluation of the development of digital
competence in teachers of the Lifelong Learning
stage in the community of Andalusia (Spain),
which were based on existing dimensions of
digital teacher competence and consists of 91
item. The authors grounded the different
dimensions and the competencies such as
Information and Information Literacy,
Communication and Collaboration etc. The
investigation’s results showed a deficit of
teachers in the five digital dimensions. The
authors proved that there was a direct
relationship between previous information and
communication technology (ICT) training and
the dimensions of communication and
collaboration, and content creation. The
investigation helped to understand that the
teachers concerned with preservice ICT training
in LLL perspective. At the same time the authors
also emphasized, that the development of digital
teaching competence continues to be a challenge
for the education system which must be
addressed to , and it shall continue to be a key
issue in the training of current teachers, as it is
indeed a fundamental pillar for promoting a new
way of teaching, being the only way to develop
an areal teaching innovation panorama (Artacho
et al, 2020).
The problem of relationship between university
students’ perceptions of their academic
environment, their approaches to study, and
academic outcomes was investigated at both
university and faculty levels by the group of
scientist Lizzio, Wilson & Simons (2002). The
responses of a large, cross-disciplinary sample of
undergraduate students were analysed using
higher order path and regression analyses, and
the results confirmed students’ perceptions as
influencing both ‘hard’ (academic achievement)
and ‘soft’ (satisfaction, development of key
skills) learning outcomes, both directly and
mediated through their approaches to study.
Perceptions of heavy workload and inappropriate
assessment influenced students towards surface,
and perceptions of good teaching towards deep,
approaches to study. Students’ perceptions of
their current learning environment were a
stronger predictor of learning outcomes at
university than prior achievement at school.
(Lizzio, Wilson & Simons, 2002).
Accoding to Koger et al., (2012) educational
environment is a set of spatially-objective,
social, information, psychological and
pedagogical influences and conditions of
personality formation serves as. The functions of
educational environment are adaptive, formative,
educational have been anylise by Koger et al.,
(2012).
The Russian invasion of Ukraine has triggered
international condemnation and what risks to be
the worst humanitarian crisis on the European
continent in 20 years. The European Students’
Union, together with the Global Student Forum
and the Ukrainian Association of Students issued
a joint statement condemning the invasion, and
many ESU member unions published their
statements against the war. The response of the
European civil society has been a big
mobilisation across the frontiers to provide help
and support to people fleeing Ukraine and to
those remaining in the country (The European
Students’ Union, 2022). Among the useful
measures of Ukrainian students and scholars
support were flexibility way of transferring from
Ukrainian University to European one, the
financing of the scientific projects, which have
been started in Ukraine, financing of scientific
projects by different foundations and
Universities alliances, the invitation and opening
of the vacations to Ukrainian staff fleeing from
war, the proposition of international internships
etc. At the moment, one of the best ways to
support the Ukrainian higher education
community is through international credit
mobility’s, also known as KA107, as Ukrainian
Universities already have strong links with many
Universities of Erasmus+ programme countries.
International Credit Mobility scholarships is
considered is one of the best practice in EU fot
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substantial financial support, as it covers all the
basic needs of Ukrainian students and faculty
while allowing them to continue with their
studies and academic careers (The European
Students’ Union, 2022).
These last processes are determining the current
teachers training trend in the European countries,
influencing greatly on the Ukrainian pedagogical
better and quicker integration into European
universities’ communities dementias that it has
been eve before.
Discussions
The grouted analysis of the trends of teachers’
education in Ukrainian and European
pedagogical Universities allows to create the
comparative table of the distinguished trends and
to see in which points are these trends simile and
where they differ.
Table 1.
Similarities and deference’s of current trends of teachers’ education in Ukrainian and European
Universities
№
The trend
Current trends of teachers’
education in Ukrainian
Universities
Current trends of teachers’
education in European
Universities
1
The development of digital and
distance and online education,
under conditions of post
COVID-19 period
+
+, creation of virtual learning
2
The introduction of the
“lifelong learning” model
+
+ and sustainable society
development conception
3
New competencies
development
+
+ and creation competencies
for the future
4
The implementation of state
policy in The field of
pedagogical education
+
+
5
A safe educational
environment
+, rethinking rebuilding and
development new safe
educational environment
+, thinking of future
educational environment
6
Ensuring the rights of education
students
+, the opportunity to enter to
the universities for students
who temporary moved from
the occupied feretories and
students who moved abroad
and continue studying (or
entered this year)
+, the opportunity to enter to
European universities for
students who temporary
moved from the Ukraine and
its occupied territories,
students who moved abroad or
entered this year
7
Ensuring the rights of teaching
staff
+, not always are protected
financially (getting salaries),
not always are aware of the
shelters place at the
universities; not always staff
are asked about if they want
to work on line
+, all social package are
survived
8
The observance of academic
integrity
+
+
9
Reviewing of the educational
process in Universities
+, changing the organization
of the educational process –
squishing the schedules,
providing the mixed
learning – distant and on-
line depending from
students personal choice
+
The authorship: Nataliia Melnyk, Ludmyla Pukhovska,
Volume 11 - Issue 56
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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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