ScienceRise: Pedagogical Education

Model of forming the readiness of future heads of educational institutions to apply innovative management technologies

Oleksandr Vydyborets — Thu, 27 Feb 2025 00:00:00 +0200

The article examines the structure and content of a model for developing the readiness of future heads of educational institutions to apply innovative management technologies. The relevance and importance of developing this model stem from the need to address the contradiction between the current demands of Ukrainian society for future educational leaders who are prepared to apply innovative management technologies and their actual level of readiness for such activities. Resolving this contradiction requires the development and theoretical substantiation of an appropriate model based on updated content, technologies, improved forms and methods, and pedagogical conditions that ensure the formation of such readiness.

We consider the model for developing the readiness of future heads of educational institutions to apply innovative management technologies to be a holistic, complex, and multifaceted pedagogical system that cannot be studied directly. Therefore, it must be investigated through the development of an appropriate model. The design and theoretical substantiation of this model will optimize the process of preparing future educational leaders to apply innovative management technologies.

We believe that the readiness of future heads of educational institutions to apply innovative management technologies aligns with the activity-based approach. Firstly, future leaders must have a comprehensive understanding of management activities, including their functions, content, technologies, forms, and methods. The acquisition and application of these technologies in management activities are possible only if they have clarified the essence of innovative management technologies and the specifics of building relationships among participants in the educational process. Secondly, a future educational leader must understand the management object and the characteristics of all participants in the educational process.

We consider it appropriate to develop the readiness of future heads of educational institutions to apply innovative management technologies during professional training, as professional training is a process, while readiness is both its goal and its outcome. Therefore, the formation of this readiness should be carried out based on a well-developed and theoretically grounded model, which ensures the achievement of the intended results

The influence of the transformational and transactional leadership style of the head of a general secondary education institution on the development of teachers' digital culture

Halyna Hermanson — Thu, 27 Feb 2025 00:00:00 +0200

This article examines the leadership styles of the head of a general secondary education institution in the field of digital transformation of education to determine their impact on the development of the digital culture of teachers. It is noted that in the modern educational environment, which is rapidly digitizing, the leadership style of the head of a general secondary education institution acquires new significance, because the head is a key figure in the process of forming and developing the digital culture of teachers. The qualities and competencies depending on the leadership style that a modern head of an educational institution must have to effectively manage the process of digital transformation are analyzed.

According to observations and a questionnaire, it is described that it is the “digital” head who encourages teachers to experiment with new technologies, creates an atmosphere of trust and mutual support, where mistakes are viewed as an opportunity for learning.

It is determined which strategies and approaches to the development of the digital culture of teachers are the most effective and how leaders with different leadership styles can support and stimulate teachers to constantly improve their skills in the field of digital technologies.

It has been verified that regardless of the leadership style of the head of a secondary education institution, the support of teachers' professional growth occurs in the following ways: organizing courses, trainings and internships for teachers to improve their digital competence; encouraging teachers to actively use digital technologies in the educational process, identifying and encouraging their achievements; promoting the development of a mentoring system, where experienced teachers help their colleagues master new technologies and tools.

The conclusion is formulated that the head of a general secondary education institution with a transformational leadership style contributes to a higher level of development of teachers' digital culture, compared to leaders with a transactional style

Multicultural education as an integral component of higher education in Germany

Maryna Kryvko — Thu, 27 Feb 2025 00:00:00 +0200

In connection with globalization processes, understanding multiculturalism is becoming increasingly relevant, as there are many opportunities for academic mobility for both students and teachers. In order to develop multicultural education in Ukraine, we should study the experience of developed countries of the world. One of such countries is Germany, which is among the five countries with the largest number of foreign students. The author analyzed the websites of higher education institutions in Germany and found that many higher educational establishments offer educational programs, aimed at training specialists in multicultural education (Intercultural Communication and Education (University of Cologne), Multilingualism and Education (University of Hamburg), etc.). The features of the educational program of the University of Cologne are highlighted, the graduates of which can work with problems of social transformation. It is established that the educational program contains basic, thematic, and additional modules. The basic courses include “Language and Ethnology”, “Migration and Diversity”, “Language and Communication”, “Multicultural Education”, and “Social Psychology”; the module of focus disciplines is selective and is designed to ensure the individual educational trajectory of students. Students must choose four courses out of twelve (“Construction of Cultural Identity”, “Anthropology of Globalization”, “Mobility and Citizenship”, “Media and Intercultural Communication”, “Multilingualism in Modern Society”, “Second Language”, “Diagnostics in Conditions of Multilingualism”, etc.). Additional modules are aimed either at deepening the basic modules, or involve internships, language courses or passing colloquiums. The main content of each academic discipline is revealed. Ways of creative use of Germany’s experience in the educational space of Ukraine are suggested (creation of relevant educational programs or implementation of selective courses)

Interdisciplinary connections as a way to overcome educational losses in the natural science educational field

Maria Nekrasova, Hanna Chaus, Volodymyr Prokuda — Thu, 27 Feb 2025 00:00:00 +0200

The article explores the role of interdisciplinary connections as an effective means of overcoming educational losses in the natural science educational field. The relevance of the study is determined by significant changes in the educational environment, caused by the COVID-19 pandemic and martial law in Ukraine, which have led to a decline in education quality and increased learning gaps. The purpose of the work is to substantiate the effectiveness of interdisciplinary connections for enhancing students' cognitive activity, forming a scientific worldview, and addressing educational losses. The article examines the theoretical foundations of interdisciplinary connections and their impact on the educational process. A model for integrating interdisciplinary connections is proposed, which includes conducting integrated lessons, using project methods, and implementing interactive technologies. Examples of knowledge integration from biology, chemistry, and physics are provided, demonstrating the effectiveness of this approach in increasing students' motivation and improving their academic performance. Interdisciplinary connections contribute to the activation of cognitive activity, the development of critical thinking, and the formation of a holistic natural science worldview. The article includes practical recommendations for teachers on implementing interdisciplinary connections in the educational process, which is especially important in current conditions. Future research plans to scientifically evaluate the effectiveness of the proposed model of integrating interdisciplinary connections in the educational process to address educational losses

Intercultural communication and cultural stress of foreign students

Tetiana Voiitik, Tetiana Kopeykina — Thu, 27 Feb 2025 00:00:00 +0200

This work analyzes the concepts of intercultural communication, communication, cultural stress, speech etiquette.

The problem of how to form personality skills, through which intercultural communication develops, is considered, which is a means of understanding the characteristics of different cultures, which are a condition for effective dialogue between people in the modern world. The great role of speech etiquette in the process of intercultural communication is proved. The characteristics of intercultural misunderstandings in the process of communication are considered.

Successful acculturation is considered an important task of teaching higher mathematics and physics. So, on the one hand, the model of cultural stress feels the processes and intercultural encounters well. On the other hand, this view contains a hidden temptation to unfairly bifurcate cultural differences that relate to the mixture of a multilingual society and its transculturality. Different cultures have their own traditions and norms of communication. Ignorance of this issue causes many misunderstandings, which can lead to a mismatch of cultures, the emergence and development of a condition, considered cultural stress. Therefore, it is very important to know the norms and traditions of communication of representatives of the people who are participants in a language dialogue, belonging to different national cultures. It is necessary to perceive each other calmly, politely, with respect and understanding, that is, to positively contribute to the development of dialogue and intercultural communication. Which, in turn, contributes to the formation of intercultural communicative behavior. Education today has undergone significant changes from its purpose to the method of teaching. All this has greatly improved the educational process. This is important, because modern education belongs to the highest values of people and the development of society, and the deeper and higher the educational level of a person, the greater and wider his/her opportunities for creating a better and more interesting life. Intercultural communication is one of the forms of contact, conversation and communication. In intercultural communication, it is important to be ready to conduct dialogue and conversation with representatives of other countries. Have the desire and adapt to new conditions and the emergence of various unexpected situations

Formation of deontological culture in future educational workers in war conditions

Svitlana Yakubovska, Alla Kochubei, Valentina Sokal — Thu, 27 Feb 2025 00:00:00 +0200

The article considers the problem of professional responsibility and behavior of a teacher in wartime, the development of deontological culture of higher education students, which is due to the growing requirements for the level of general cultural and special training of graduates of higher education institutions of Ukraine with well-formed universal human and professional ethical values in the difficult socio-political conditions that have developed in Ukraine.

The use of the deontological aspect in the process of professional training of a future teacher is justified, due to the high role of his/her pedagogical work, the need for constant interaction between participants in the pedagogical process.

The importance of understanding the duty of a teacher is revealed, which becomes especially significant in wartime, since the future of students depends on it.

The correlation of the substantive component of the value content of deontological culture with the personal orientation of a person in the manifestation of universal human culture, culture of speech, communication, emotional and sensory perception of reality is clarified.

The importance of the teacher's deontological readiness as a state of consciousness of the teacher, the presence of certain competencies that meet the requirements of pedagogical deontology, the integration characteristics of the teacher's personality with the appropriate scientific-theoretical, methodological and psychological-pedagogical training, professional skills and professionally significant personal qualities is emphasized.

The features of the formation of the deontological culture of future pedagogical workers in war conditions are determined in accordance with the principle of integration of deontological and psychological competencies.

The ways of forming and developing the deontological culture of future pedagogical workers in difficult socio-political conditions are outlined