The concept sphere of Ukrainian higher school pedagogy: Trends of the late 20th and early 21st centuries
Keywords:
concepts, conceptual environment, paradigms in pedagogy, Ukrainian higher education pedagogyAbstract
Socio-economic changes and transformations taking place in Ukraine today require higher educational institutions to provide high-quality training of qualified personnel. A modern graduate must not only have knowledge of the profession but also be able to navigate situations, take responsibility for decisions made, set goals, as well as calculate, predict, and achieve results. The focus on training a qualified specialist is not limited to achieving a high level of professional competence. Professional training of a specialist in modern conditions involves mandatory social training. With this in mind, we attempted to comprehensively analyze the preconditions of today's landscape of Ukrainian higher education paradigmatic and conceptual environment, based on tracing the retrospective of its development in the first decade after Ukraine’s gaining independence and in the first two decades of the new millennium. Based on applying methods of integrative review and grounded theory, we formulated several findings describing Ukrainian HE’s achievements, specifics, and challenges in shaping the national concept sphere of high school pedagogy.
Downloads
References
Akbash, K. S., Pasichnyk, N. O., & Rizhniak, R. Y. (2021). Analysis of key factors of influence on scientometric indicators of higher educational institutions of Ukraine. International Journal of Educational Development, 81, 102330. https://doi.org/10.1016/j.ijedudev.2020.102330 DOI: https://doi.org/10.1016/j.ijedudev.2020.102330
Batechko, N. (2018). Conceptual bases of Ukraine’s higher education to the standards of education quality of the European area. The Pedagogical Process Theory and Practice, 1(2), 22-31. DOI: https://doi.org/10.28925/2078-1687.2018.1-2.2331
Boichenko, M., Kozlova, T., Kulichenko, A., Shramko, R., & Polyezhayev, Y. (2022). Creative activity at higher education institutions: Ukrainian pedagogical overview. Amazonia Investiga, 11(59), 161–171. DOI: https://doi.org/10.34069/AI/2022.59.11.15
Boyko A.M. (2002). Conceptual foundations of personal and social education. Development of pedagogical and psychological sciences in Ukraine, 1992-2002. Kharkiv.
Bulakh, I., Volosovets, O., Voronenko, Yu. (2003). Quality Management System of Medical Education in Ukraine. Dnipropetrovsk: ART-PRESS.
Cantos, U. C., Chilan, Y. T., & Zambrano, Ángela H. (2021). Traditional pedagogical trends and their impact on the decline in the student population. International Journal of Social Sciences and Humanities, 5(3), 243–252. https://doi.org/10.53730/ijssh.v5n3.2024 DOI: https://doi.org/10.53730/ijssh.v5n3.2024
Demyanenko, N. (2006). Pedagogical paradigm of Ukraine’ higher school: genesis and evolution. Philosophy if Education, 2(4), 256-265.
Eckel, P. (2023). Governing Universities in Post-Soviet Countries: From a Common Start, 1991–2021. Cambridge: Cambridge University Press. DOI: https://doi.org/10.1017/9781009105224
Hazeldine, G., Salem, A., & Morgan, D. (2018). Higher Education in Post-Communist States: Comparative and Sociological Perspectives. Hannover: ibidem Press.
Hovakimyan, H., Klimek, M., Freyer, B., & Hayrapetyan, R. (2021). Sustainable Shift from Centralized to Participatory Higher Education in Post-Soviet Countries: A Systematic Literature Review. Sustainability, 13(10), 5536. DOI: https://doi.org/10.3390/su13105536
Kolomiets, Yu. (2021). Expert opinion: Higher education in Ukraine during the years of independence: expected results and consequences. LexInform.
Kremen, V.G. (2012). Education and society in the paradigm of synergistic thinking. Pedagogy and psychology. Bulletin of the Ukrainian Academy of Sciences, 2(75), 5-11.
Kremen, V.G. (2024). Institute of higher education: the first quarter of a century. Philosophy of Education, 30(1), 8-19. DOI: https://doi.org/10.31874/2309-1606-2024-30-1-1
Luchaninova, O. (2013). Changing the educational paradigm of higher education in Ukraine at the beginning of the 21st century. Pedagogy of the formation of creative personality in higher and general education schools, 32(85), 67-75.
Lysenko, G. & Volkova, S. (2014). On the issue of forming the modern paradigm of Ukrainian higher education. Bulletin of the Ukrainian Higher Education Academy, 12, 30-33.
Nezhyva, O. (2017). Formation of educational policy of Ukraine in the first years of independence. Philosophy and political science in the context of modern culture, 1(16), 211-217.
Pashkov, V. (2021). The crisis of the higher education system in modern Ukraine in the context of challenges to national security. Strategic Panorama, 1-2, 80-93. DOI: https://doi.org/10.53679/2616-9460.1-2.2021.06
Polyanska, A. S., & Tymoshenko, D. V. (2019). Conceptual Frameworks For Planning Of The Development Of Higher Education Institutions. Scientific Bulletin of Ivano-Frankivsk National Technical University of Oil and Gas (Series: Economics and Management in the Oil and Gas Industry), (2 (20)), 162-174. DOI: https://doi.org/10.31471/2409-0948-2019-2(20)-162-174
Safonov, Y., Galtsova, O., & Bazhenkov, I. (2021). Evolution of higher education: Prospects - modernization concepts. Baltic Journal of Economic Studies, 7(5), 192-203. DOI: https://doi.org/10.30525/2256-0742/2021-7-5-192-203
Tadesse, T., Gillies, R. M., & Manathunga, C. (2020). Shifting the instructional paradigm in higher education classrooms in Ethiopia: What happens when we use cooperative learning pedagogies more seriously?. International Journal of Educational Research, 99, 101509. https://doi.org/10.1016/j.ijer.2019.101509 DOI: https://doi.org/10.1016/j.ijer.2019.101509
Tarkhan, L. (2010). Competency-based approach as an innovation in the training of future engineering teachers. Higher School, 3-4, 82–89.
Tkachenko, U. (2019). Development of higher education in independent Ukraine (1991 – 2002). Youth and Market, 6(173), 171-175.
Vosniadou, S., Ioannides, C., Dimitrakopoulou, A., & Papademetriou, E. (2001). Designing learning environments to promote conceptual change in science. Learning and instruction, 11(4-5), 381-419. https://doi.org/10.1016/S0959-4752(00)00038-4 DOI: https://doi.org/10.1016/S0959-4752(00)00038-4
Published
How to Cite
Issue
Section
Copyright (c) 2025 International Journal of Social Sciences and Humanities
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles published in the International Journal of Social Sciences and Humanities (IJSSH) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant IJSSH right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.
Articles published in IJSSH can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
This copyright notice applies to articles published in IJSSH volumes 4 onwards. Please read about the copyright notices for previous volumes under Journal History.
