The study examines interactive learning as a key factor in the professional development of higher education students within the context of digitalization and educational innovation. Its main objective is to develop and empirically verify the effectiveness of a pedagogical system and conditions designed to foster interactive learning in the training of future professionals. The methodology combined observation, questionnaires, structured interviews, pedagogical testing, and comparative diagnostics. Interactive engagement was assessed through three components: motivational, epistemological, and praxeological. Statistical analysis was conducted using the Pearson chi-square test. During the formative stage, various digital tools were implemented, including virtual laboratories, simulations, artificial intelligence applications, online platforms, webquests, and collaborative cloud services. The results showed a significant increase in interactive engagement levels among students in the experimental group compared to the control group (chi 2emp = 15.001, p < 0.05). The findings indicate that integrating interactive technologies with well-defined pedagogical conditions enhances students' motivation, knowledge acquisition, and practical collaborative skills. The proposed system supports the development of professional competencies and promotes effective engagement in higher education. These results offer valuable insights for improving contemporary educational practices and designing digitally enriched learning environments.

Modern society needs specialists who are ready to work in a high-tech professional environment. The use of augmented reality and virtual reality technologies is a key area of professional development in the near future, including within educational institutions, to optimise the process of forming students' professional competence in the context of learning English. The purpose of the article is to study and analyse the existing experience of using educational technologies of augmented and virtual reality in teaching a foreign language. Methodology and methods: the lack of a sufficient research base dedicated directly to the experience of implementing AR and VR technologies in teaching foreign languages to university students led to the choice of a comprehensive research methodology: theoretical analysis of scientific and pedagogical literature on the topic of the study, description and analysis of the research results. As a result, the article analyses the use of augmented and virtual reality technologies in teaching foreign languages, their purpose and functions. The advantages and disadvantages of augmented and virtual reality technologies are reflected. Conclusions: the study demonstrated that educational technologies are potentially effective in teaching foreign languages at universities, and many of their shortcomings can be eliminated in the coming years in the context of neuropedagogical technologies.

The article defines the current trends in the development of the Ukrainian higher education system in in particular and globally due to the spread of the coronavirus and the Russian-Ukrainian war, which have had an impact on the different educational spheres. The results of the research indicate the problems that prevent further research development of higher education in Ukraine and reduce the effectiveness of investing in this area. It has been defined that education is a means of reproducing and increasing the spiritual and intellectual potential of the nation, national and patriotic education of citizens, a factor in the modernization of production, economic development, and the enhancement of the state's authority in the global space. A detailed analysis of current (dominant) trends in the development of the Ukrainian higher education system (the humanization and humanization of education, its continuity; the internationalization and cross-cultural communication; the preservation of national and cultural identity; the renewal of content, organizational forms and teaching methods; the stimulating impact of education on the individual and its continuity; the integrаtion of education science and production; the updating facilities and resources; the diversification of funding resources) has been carried out. It has been established that the development of the higher education system in Ukraine is based on historical and cultural traditions, and socio-economic factors, and depends on the influence of global education policy. It has been concluded that the development of a national higher education system is reflected in the global framework as the current sustainable development goal. It is also significant to consider the prioritization of the individual in the education system, the improvement of the social status of research and teaching staff in society; updating the material and technical base by modern production needs and the safety of education.

The article considers the main ways of using information technologies in education (creation of information environments in each educational institution. The factors without which the modern implementation of educational information technologies is impossible are singled out. The purposes of using e-learning, blended learning, and ways of monitoring education using computer testing are revealed. Emphasis is placed on the most effective means of educational multimedia systems in classes (automated learning systems; computer simulators; multimedia presentations; educational films; video demonstrations, etc.). The stages of teacher preparation for classes using computer technologies are singled out and their significance during classes is substantiated, the main functions in the system of training students who perform modern information technologies, the main directions of using information technologies in education, pedagogical conditions for effective introduction into the educational process of information technologies, the main goals of training specialists, which are achieved in the process of applying information technologies.

The article is devoted to the disclosure of the peculiarities of the professional training of Police Corps officers of the Slovak Republic, and the professional education at the Academy of the Police Corps of the Ministry of Internal Affairs of Slovakia in particular. The content of the professional training of future Police Corps officers of the Slovak Republic in the departmental educational institution has been analyzed. It has been established that at the Academy, cadets of higher education undergo training at three levels of education (Bachelor, Master and Doctorate) in accordance with generally accepted European standards of professional training of border guards and the adopted Unified Basic Level Curriculum for the training of border guard specialists (Common Core Curriculum) developed by the FRONTEX agency (European Border and Coast Guard Agency). It has been defined that Police Corps officers obtain higher education at three levels of education. Thus, the Bachelor's degree lasts for 3 years full-time and 4 years part-time. Police officers also obtain the Master’s degree in both forms of education. The term of study is 2 years (full-time) and 3 years - part-time, respectively. In addition, Masters’ students take an oral exam to obtain a Doctor of Philosophy. Doctoral students study 3 years (full-time) and 4 years (part-time), respectively. The education received by the graduates of the above-mentioned departmental educational institution is equivalent to that which prepares the personnel of other police agencies of the EU countries. This ensures the mobility of graduates not only within Slovakia, but also within the European Union. A detailed analysis of the accredited training curricula “Law Enforcement Insurance of the Security of People and Facilities” and “Law Enforcement Services in Public Administration” has been carried out. It has been determined that the training at the Police Corps Academy in Bratislava is conducted in accordance with them. The structure of the above-mentioned professional training has been characterized, namely forms of education (full-time and part-time), training terms and educational workload (list of academic disciplines, their distribution by semesters and types of classes, etc.).

. The article highlights the features of PhD training in the field of education in the UK experience. It considers the typology of PhD research programmes in the field of education in the UK universities. Also, the article specifies that PhD training is carried out systematically and dynamically in the conditions of postgraduate education based on openness, continuity, integrativeness, interdisciplinarity, taking into account the needs of pedagogical science and practice. PhD training is aimed at creating a scientific and pedagogical elite by combining the best British traditions, principles and innovative teaching technologies and the results of international comparative research. The article discloses legislative, organizational, structural, content-related and methodical fundamentals of PhD training in the field of education (research-theoretical and research-applied specifics of PhD programmes; diversification of training forms; innovation of training methods and technologies; interdisciplinary problems in research; academic and research mobility, participation in research

The article discusses the problem of self-study as an effective form of online education during the pandemic. There has been conducted a conceptual analysis of the essence and content of self-study. Based on the content analysis, the self-study is considered as a personally and professionally significant self-educational activity, which determines the development of self-organized, self-managed and self-created professional personality. The main emphasis is focused on creating the university online learning environment for effective and successful implementation of students’ self-educational activity. The findings from the survey clarify the advantages of e-learning tools in organizing self-study. It is proved that using e-learning tools in self-study is the best way to improve higher education during the COVID-19 pandemic. There have been highlighted the results of the survey of using distance learning and e-learning tools in university students’ self-study. The most popular and effective e-learning tools for self-study under the COVID-19 pandemic are described, and the criteria for the development of students’ self-learning skills are determined. The main idea of research is improving the university students’ self-education process by using effective e-learning tools and preparing students to be self-organized, self-directed, self-managed, autonomous and independent in their learning to achieve high academic outcomes and professional skills.

З 2012 р. в Центрі порівняльної професійної педагогіки Хмельницького національного університету та Інституту педагогічної освіти і освіти дорослих імені Івана Зязюна Національної академії педагогічних наук України проводиться Міжнародний науково-методологічний семінар «Розвиток порівняльної професійної педагогіки у контексті глобалізаційних та інтеграційних процесів» у співпраці з кафедрою ЮНЕСКО «Неперервна професійна освіта ХХІ століття» НАПН України. Семінар є циклічним заходом, що виконує роль дієвої платформи для обміну та обговорення результатів наукових педагогічних розвідок у компаративістичному вимірі. Його мета полягає у сприянні розвитку порівняльної професійної педагогіки як наукової галузі та навчальної дисципліни в Україні. До участі у міжнародному семінарі систематично залучаються представники вищої освіти України і зарубіжжя, зокрема Польщі, Німеччини, США.

The article presents the results of theoretical justification and practical verification of modern possibilities of using the pictorial method (museum tours) in teaching the subject “The History of Economics and Economic Thought”. The article justifies the evolution of views on the range of sources on historical processes. A modern understanding of “a pictorial turn” in historical research was presented. The virtual museum as an informational resource, multimedia phenomenon, cost-effective model of museum space was considered. The educational experience of the EU countries in using modern methods of working with museum expositions to form economic thinking was studied. The need to turn the traditional paradigm of the museum as a center for preserving historical values into the educational interaction between the tourist student and the objects of the museum’s collection was proved. The article describes the content of the two-stage pedagogical experiment (between 2014 and 2018). The first stage explores the possibility of using educational museum tours and historically significant territories of cities as a method of studying the history of regional economics in the context of seminars. The author’s pedagogical product, that is regional thematic tours on the history of economics, was presented. The second stage develops and verifies the methodology of using online resources of Ukrainian museums (virtual tours, virtual exhibits) to organize the independent work of students in the context of this subject. The thematic catalog of online resources of Ukrainian museums for conducting research activities within this subject was created. The article presents research activities with the exposition of the virtual museum in the framework of the independent work of students. Based on the results obtained from the survey of students from higher education institutions of Ukoоpspilka, it is proved that working in the virtual museum space implies innovative, multidisciplinary, competence-oriented research activities, as well as an effective form of organizing independent work of students.

The article presents the results of theoretical justification and practical verification of modern possibilities of using the pictorial method (museum tours) in teaching the subject “The History of Economics and Economic Thought”. The article justifies the evolution of views on the range of sources on historical processes. A modern understanding of “a pictorial turn” in historical research was presented. The virtual museum as an informational resource, multimedia phenomenon, cost-effective model of museum space was considered. The educational experience of the EU countries in using modern methods of working with museum expositions to form economic thinking was studied. The need to turn the traditional paradigm of the museum as a center for preserving historical values into the educational interaction between the tourist student and the objects of the museum’s collection was proved. The article describes the content of the two-stage pedagogical experiment (between 2014 and 2018). The first stage explores the possibility of using educational museum tours and historically significant territories of cities as a method of studying the history of regional economics in the context of seminars. The author’s pedagogical product, that is regional thematic tours on the history of economics, was presented. The second stage develops and verifies the methodology of using online resources of Ukrainian museums (virtual tours, virtual exhibits) to organize the independent work of students in the context of this subject. The thematic catalog of online resources of Ukrainian museums for conducting research activities within this subject was created. The article presents research activities with the exposition of the virtual museum in the framework of the independent work of students. Based on the results obtained from the survey of students from higher education institutions of Ukoоpspilka, it is proved that working in the virtual museum space implies innovative, multidisciplinary, competence-oriented research activities, as well as an effective form of organizing independent work of students.

It is foreign languages that allow one to carry out one’s professional duties at the international level, in particular in the academic field. Besides, they are recognized as a key to the development of human culture, which opens new opportunities for international integration and deepens cultural, intellectual and communicative functions of languages. Considering its historical post-totalitarian specifics and social roles, the development of foreign language education in higher education institutions (HEIs) in Eastern Europe, in particular Ukraine, includes materialist and pragmatic and partly postmodernist trends, which need to be studied and analyzed in the context of a modern, postcolonial society. The research aims to systematize theoretical issues and generalize the experience of developing foreign language education for future humanities teachers in pedagogical universities in Ukraine (the mid 20th century - the early 21st century), as well identify some proper ways to implement authentic and world experience into the modern practice of training future foreign language professionals. The following pedagogical strategies are considered to be certain productive areas in the combination of classical and postmodernist trends in education: the integration of repetitive teaching methods and creative activity; the combination of modular and problem-based learning; the use of non-communicative models and cognitive strategies of foreign language education; the introduction of models of foreign language education, which make it possible to specify social, professional and research activity of the student’s personality; the reinforcement of extra-curricular activities in the context of foreign language education.

The article offers a brief overview of the structure and main areas of development in the Chinese education system. The transition period in China’s education system can be characterized by the following slogan: “On the way to modernization, world and future”. Indeed, systemic reforms pave the way in which the state’s policy is playing a guiding role and schools and universities a leading role in the gradual search for special Chinese ways of education development. The focus of the article is mainly on the types of education in China and the conditions for obtaining education (preschool, primary, secondary, upper secondary and postgraduate education). Besides, it is crucial to consider the structure of vocational education, which is implemented in the following types: primary, secondary, higher vocational education and vocational training. Moreover, the article describes the features and forms of education for children with special needs as an important part of general education. Emphasis is placed on the level and conditions of higher and postgraduate education in China (bachelor’s, master’s, doctoral degrees). It must be noted that the article highlights several specialized projects and comprehensive plans in the field of education aimed at reforming and improving the status of education, including “Project No 211” and “Project No 985”. It also outlines the main milestones of “The Implementation Plan” and “The Plan until the Year of 2035”, as well as the measures taken to realize many other goals despite the COVID-19 pandemic. Particular attention is paid to the support provided by the Chinese government to the education system during the COVID-19 pandemic. It has affected all its levels to not allow the educational process to become radically different and manage to strengthen in the global crisis. Finally, the article addresses several controversial issues in China’s education sector, including reforming the system of education quality assessment and reformatting private education.

The article characterizes the essence of the activity approach in the aspect of learning foreign languages. An analysis of foreign scholars’ recommendations on the implementation of the principle of activity approach to learning was made. The essence of teaching in higher educational institutions, that is to help the teacher to acquire speech competencies for learning foreign languages. The essence of the activity approach principle, which consists of integral training with the active student, is found out. The teacher acts only as a guiding partner, providing advice on the way to achieve the goal. The disadvantages of the activity approach to teaching a foreign language are highlighted: time constraints, insufficient level of students’ basic knowledge and their unwillingness to study entirely student-oriented, during which the student is given full independence in choosing a way to effectively achieve the goal. During the experimental application of the activity approach, we used exercises in teaching vocabulary, grammar, phonetics and reading foreign texts. The essence of teaching methods is revealed, that is divided into three main phases of a foreign language lesson, based on the activity approach: the initial phase, the implementation phase and the analysis phase. Based on the results of the empirical research, a training program that will help to increase the level of knowledge and skills of the respondents of the experimental group was developed, based on educational group and frontal consultation and training for both students and teachers in higher educational institutions.

Teaching the Ukrainian language is considered in the context of the formation of a pupil's communicative competence, his ability to perform actively productive and reproductive speech activity in an oral and written form, various situations and spheres of communication. A communicative competence is classified as an integral complicated concept which consists of major components speech, lingual, discourse, socio-cultural, active competences. The linguistic-didactic organization of language teaching consists in following competent, individual and communicative-active approaches dining a teaching process and in getting completely involved in the communication situation aimed at the development of each component of a pupil's communicative competence. The technology of language teaching was worked out and tested in the research (personally-oriented, problem, active, interactive, development of critical thinking) as well as linguistic-didactic tools (synthesis of traditional and innovative forms, techniques and means of teaching, a technological system of teaching methods). The technology of language teaching is classified as a system, specially organized, goal-oriented design of an educative collaboration of a teacher and pupils based on the subject-subjective interaction, realization of all technological components, constant feedback, current and final reflection, control and correction of the actions aimed at ensuring a final result. The research results show positive changes in the levels of pupils' formed communicative competence. Teaching was realized in the process of a native (Ukrainian) language at a general education school.

The article substantiates the expediency of a holistic analysis of the problem of professional training of choreographers in the British experience and the need to extrapolate it to the plane of the national system of higher choreographic education. The purpose of the study is to identify the organizational and didactic foundations of choreographic education in the British experience and substantiate innovative ideas for its use in Ukraine. The article defines the criteria of comparison (regulatory, organizational, semantic, methodological and technological), comparative and pedagogical analysis of choreographers’ professional training in the British and Ukrainian experience, and also common and different trends. The article uses research methods: theoretical: analysis, synthesis and generalization of pedagogical literature; interpretation and comparison; scientific extrapolation; empirical: study of the British experience, observation, conversations with students and teachers in Great Britain and Ukraine. Result. Based on comparative and pedagogical analysis of professional training of choreographers in the British and Ukrainian experience revealed familiar and different trends. The criteria of comparison are determined: normative-legal, organizational, semantic, methodical and technological. Common approaches to choreographers’training are justified. On the generalization of the identified features the specific recommendations for the use of progressive ideas abroad in the Ukrainian system of choreographic education are substantiated.

The paper describes modern approaches and principles for implementing differentiated instruction in school teaching and learning. New expectations of qualitative changes in school education depend on teachers’ personal and professional roles in this process. The paper reveals the core characteristics of “differentiated instruction” and its functions in teaching. The authors consider “differentiated instruction ”to increase the efficiency of education; as the means of individualized learning; as the educational principle; as a method to ensure cognitive students’ activities; as the technology for learning activities in different student groups. The main idea of research is to identify the appropriate pedagogical conditions to ensure the effectiveness of improving teachers’ mastery in differentiated instruction implementation. Specifically, this study examines English teachers’ use of differentiated instruction in school and explores the empirical results of their training in Ukraine. The authors suggest the ways to improve the content, organizational and technological components of teachers’ training for differentiated instruction in modern school practice.

This paper describes the advanced training projects to develop the intercultural competence of German nursing personnel. There are many German projects, which promote the development of intercultural competence and other professional competences of doctors and nursing personnel. Within this paper, the authors analyzed the following projects: “Migrants in Geriatric Nursing” (MigA project), “German Professional Language in the Geriatric Nursing” (FaDA Projekt), “Intercultural Open Nursing Service AWO in Ulm”, “Interprofessional and intercultural activities in the area of medicine, nursing and social services” (IPIKA project), IPIKA Plus project, “MIG-COMM-EU ‒ Multilingual Intercultural Business Communication for Europe” (MIG-COMM-EU project), “Intercultural Medical Communication in Europe” (IMED-KOMM-EU project). The authors have paid much attention to the significance of the concept of intercultural competence in nursing care. Besides, the article highlights the issue of the increase in the number of people with a migrant background in Germany. This study also provides another perspective on the advanced training projects for intercultural competence development of German nursing personnel. https://doi.org/10.26803/ijlter.19.4. 6

Comparative pedagogical analyses were obtained on the basis of the generalised theoretical results. The aim of the study is to discover theoretical, methodological, didactic principles of a professional training of preschool teachers in the context of socio-political, economic, socio-cultural and pedagogical determinants in some European Union countries in order to justify the possibilities of introduction of an innovative European experience in preschool teachers? professional training in Ukraine and other countries. The results of comparative pedagogical research on professional development of preschool teachers? in some countries of the European Union are generalised; models were characterised; organisational and pedagogical support for the professional development of preschool teachers in some countries of the European Union was specified; the influence of European integration processes on the modernisation of professional development of preschool teachers in Ukraine and the comparative analysis of systems of professional development of preschool teachers in some countries of the European Union and Ukraine were studied; promising directions were described in the implementation of innovative ideas of the European experience in the vocational education system in Ukraine.

На основу различитих теоријских налаза урађене су компаративне анализе. Циљ истраживања јесте да се укаже на теоријске, методолошке и дидактичке принципе стручног усавршавања предшколских васпитача у контексту социополитичких, економских, социокултурних и педагошких одредница у појединим земљама Европске уније, како би се оправдале могућности увођења иновативног европског искуства у стручно усавршавање предшколских васпитача у Украјини и другим земљама. Разматрани су резултати компаративних истраживања о стручном усавршавању предшколских васпитача у неким земљама Европске уније; дефинисани су модели; наведене су специфичности организационе и педагошке подршке стручном усавршавању предшколских васпитача у појединим земљама Европске уније; проучаван је утицај европских интеграционих процеса на модернизацију стручног усавршавања предшколских васпитача у Украјини и анализирани су системи стручног усавршавања васпитача у појединим земљама Европске уније и Украјини; описани су правци у примени иновативних идеја европског искуства у систему стручног образовања у Украјини.

The article deals with the problem of influence of information and communication technologies on the higher education development. The peculiarities and dynamics of the MOOC expansion in the international educational space are determined, the experience of MOOC usage in the conditions of transnational education has been analysed, and the MOOC functions in Ukrainian educational reality have been investigated. The following methods were used in research: content analysis of scientific literature to clarify the essence of the research main categories; online courses netnography for studying their specifics; questionnaire, statistical processing and graphical representation of the study results concerning the MOOC functions in domestic educational practices. The essence of the term “MOOC” is clarified, the concept of their construction as well as features of technological functioning is revealed. The history of MOOC development in foreign countries (USA, Australia, Japan, Europe) and Ukraine is analysed. MOOC emergence and expansion is associated with digital humanities development and digital humanistic pedagogy establishment in the international educational space. The research results, which define the MOOC functions in the Ukraine educational practices, namely, ensuring openness, enriching the content of learning, individualization and inter-activation are characterized. Five main problems of the MOOC implementation are highlighted and investigated: 1) the presence of two different MOOC types; 2) the role of a teacher in MOOC; 3) participation of students in MOOC; 4) understanding and usage of the “mass” character of MOOC; 5) the boundary between the MOOC openness and control over them. Unprecedented popularity and opportunities for reaching the student audience have prompted international organizations and their education departments to initiate global forums to discuss the urgent economic, social, technological, psychological and pedagogical issues that arose during the MOOC introduction, as well as to adopt regulatory documents to ensure the quality of MOOC provision.