EDUCATIONAL POLICY AND REFORMS: THE IMPACT OF GLOBALIZATION

2025
EDUCATIONAL POLICY
AND REFORMS:
THE IMPACT OF GLOBALIZATION
Collec i e monog aph
Edi ed by
Oksana Chaika
Copy igh © The Au ho (s) o indi idual chap e s, 2025
This is an open access pape unde
he C ea i e Commons A ibu ion 4.0
In e na ional License (CC BY 4.0)
UDC 37.014
E21
Published in 2025
by TECHNOLOGY CENTER PC ®
Sha ylo a dacha s ., 4, Kha ki , Uk aine, 61165
www.en c.com.ua
E21 Au ho s:
Edi ed by Oksana Chaika
Oksana Chaika, Na alia Sha mano a, Na alia Be ezo ska-Sa chuk, S i lana Tolochko, Liubo Kanishe s-
ka, Oksana Vasiuk, S i lana Vyho ska, Vik o iya P ylypko, Anzhelika Lesyk, Te iana Ko obkina, Na alia
Dashenko a, Olena Bakalenko, Vik o iia Omelchenko, Olha My se a, Hanna Ho іachko ska, Na aliia
Sas, Lada Sama ska, Anna Fas i e s, S i lana Lysenko, Lidiia Che ednyk, Te iana Bielska, Yu ii Skyba,
Olena O ych, I yna D ach, Volodymy Ko une s, Oleksand Zhabenko, Vale ii Yushchuk
Educa ional policy and e o ms: he impac o globaliza ion: collec i e monog aph. – Kha ki :
TECHNOLOGY CENTER PC, 2025. – 164 p.
The collec i e monog aph "Educa ional policy and e o ms: he impac o globaliza ion" o e s a com-
p ehensi e accoun o how global dynamics eshape educa ion in ways ha a e a once s uc u al,
echnological, and deeply human. I s i e chap e s, w i en om complemen a y disciplina y pe spec-
i es, add ess he u gen need o unde s and globaliza ion om bo h angles, as an ex e nal imposi ion
and as he condi ion wi hin which policy, ins i u ions, and indi iduals now ope a e. Uk aine is placed a
he cen e o he analysis, no as an excep ion bu as an illus a i e case o how a na ional educa ion
sys em na iga es o e lapping p essu es o Eu opean in eg a ion, digi al ans o ma ion, pos -socialis
e o m, and geopoli ical dis up ion.
This book shows ha globaliza ion c ea es p essu es o adap quickly bu also oppo uni ies o in-
no a e and ea i m he humanis ic mission o educa ion. The olume o e s bo h diagnos ic cla i y
and cons uc i e s a egies, making i aluable o policymake s, ins i u ional leade s, schola s, and
p ac i ione s wo ldwide.
Figu es 4, Tables 7, Re e ences 220 i ems.
This book con ains in o ma ion ob ained om au hen ic and highly ega ded sou ces. Reasonable e o s
ha e been made o publish eliable da a and in o ma ion, bu he au ho and publishe canno assume
esponsibili y o he alidi y o all ma e ials o he consequences o hei use. The au ho s and publishe s
ha e a emp ed o ace he copy igh holde s o all ma e ial ep oduced in his publica ion and apologize
o copy igh holde s i pe mission o publish in his o m has no been ob ained. I any copy igh ma e ial
has no been acknowledged please w i e and le us know so we may ec i y in any u u e ep in .
The publishe , he au ho s and he edi o s a e sa e o assume ha he ad ice and in o ma ion in his book
a e belie ed o be ue and accu a e a he da e o publica ion. Nei he he publishe no he au ho s o
he edi o s gi e a wa an y, exp ess o implied, wi h espec o he ma e ial con ained he ein o o any
e o s o omissions ha may ha e been made.
T adema k No ice: p oduc o co po a e names may be adema ks o egis e ed adema ks, and a e
used only o iden i ica ion and explana ion wi hou in en o in inge.
DOI: 10.15587/978-617-8360-20-7
ISBN 978-617-8360-20-7 (on-line)
Ci e as: Chaika, O. (Ed.) (2025). Educa ional policy and e o ms: he impac o globaliza ion: collec i e monog aph.
Kha ki : ТЕСHNOLOGY СЕNTЕR PC, 164. doi: h p://doi.o g/10.15587/978-617-8360-20-7
This publica ion has been pee e iewed.
This publica ion is a ailable on he websi e www.monog aph.com.ua
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9 7 8 6 1 7 8 3 6 0 2 0 7
iii
au ho s
Chap e 1
Oksana Chaika
Doc o o Pedagogical Sciences, Ph.D. (in Linguis ics),
Associa e P o esso
Depa men o Fo eign Philology and T ansla ion
Na ional Uni e si y o Li e and En i onmen al Sciences o
Uk aine
ORCID: h ps://o cid.o g/0000-0002-4317-9456
Na alia Sha mano a
PhD (in Linguis ics), Associa e P o esso
Depa men o Uk ainian Language
K y yi Rih S a e Pedagogical Uni e si y
ORCID: h ps://o cid.o g/0000-0003-4820-3619
Na alia Be ezo ska-Sa chuk
PhD (in Linguis ics), Associa e P o esso
Depa men o Uk ainian Language
K y yi Rih S a e Pedagogical Uni e si y
ORCID: h ps://o cid.o g/0000-0003-1156-7128
Chap e 2
S i lana Tolochko
Doc o o Pedagogical Sciences, P o esso
Ins i u e o P oblems on Educa ion Na ional Academy o
Educa ional Sciences o Uk aine
ORCID: h ps://o cid.o g/0000-0002-9262-2311
Liubo Kanishe ska
Doc o o Pedagogical Sciences, P o esso
Ins i u e o P oblems on Educa ion Na ional Academy o
Educa ional Sciences o Uk aine
ORCID: h ps://o cid.o g/0000-0002-4190-1601
Oksana Vasiuk
Doc o o Pedagogical Sciences, P o esso
Depa men o Pedagogy
Na ional Uni e si y o Li e and En i onmen al Sciences o
Uk aine
ORCID: h ps://o cid.o g/0000-0003-0926-7599
S i lana Vyho ska
PhD, Associa e P o esso
Depa men o Pedagogy
Na ional Uni e si y o Li e and En i onmen al Sciences o
Uk aine
ORCID: h ps://o cid.o g/0000-0002-8270-7207
Vik o iya P ylypko
PhD, Associa e P o esso , Head o Depa men
Depa men o Gene al Pedagogy and Law
P ydnip o sky Ins i u e "In e egional Academy
o Pe sonnel Managemen "
ORCID: h ps://o cid.o g/0000-0002-6271-2148
Anzhelika Lesyk
PhD, Associa e P o esso , Dean
Be dіansk S a e Pedagogical Uni e si y
ORCID: h ps://o cid.o g/0000-0003-1886-4088
Chap e 3
TE iana Ko obkina
Doc o o Philosophical Sciences, Associa e P o esso
Depa men o Philosophy
Kha ki Na ional Uni e si y o Radio Elec onics
ORCID: h ps://o cid.o g/0000-0001-6002-7983
Na alia Dashenko a
PhD, Associa e P o esso , Head o he Depa men
Depa men o Philosophy
Kha ki Na ional Uni e si y o Radio Elec onics
ORCID: h ps://o cid.o g/0000-0002-8865-0838
Olha My se a
PhD
Depa men o Philosophy
Kha ki Na ional Uni e si y o Radio Elec onics
ORCID: h ps://o cid.o g/0000-0002-3398-2982
Hanna Ho іachko ska
PhD
Depa men o Philosophy
Kha ki Na ional Uni e si y o Radio Elec onics
ORCID: h ps://o cid.o g/0000-0001-6331-1322
i
Educa ional policy and e o ms: he impac o globaliza ion
Olena Bakalenko
PhD
Depa men o Philosophy
Kha ki Na ional Uni e si y o Radio Elec onics
ORCID: h ps://o cid.o g/0000-0001-6830-2513
Vik o iia Omelchenko
PhD
Depa men o Philosophy
Kha ki Na ional Uni e si y o Radio Elec onics
ORCID: h ps://o cid.o g/0000-0002-1095-5244
Chap e 4
Na aliia Sas
Doc o o Pedagogical Sciences, Associa e P o esso
Uni e si y o he S a e o Pa aná
ORCID: h ps://o cid.o g/0000-0003-0308-6092
Lada Sama ska
Ope a ions Manage
LIFT99 Kyi Hub
ORCID: h ps://o cid.o g/0000-0002-1635-6648
Anna Fas i e s
Doc o o Pedagogical Sciences, P o esso
Depa men o Physical The apy
Academician Yu iy Bugay In e na ional Scien i ic
and Technical Uni e si y
ORCID: h ps://o cid.o g/0000-0001-6333-5519
S i lana Lysenko
PhD, Senio Resea che
Pon i ical Ca holic Uni e si y o Pa aná
ORCID: h ps://o cid.o g/0000-0001-9651-6500
Lidiia Che ednyk
PhD, Associa e P o esso
Depa men o Pedagogy
Na ional Uni e si y o Li e and En i onmen al Scienсes o
Uk aine
ORCID: h ps://o cid.o g/0000-0002-1006-1363
Te iana Bielska
Doc o o Science in Public Adminis a ion,
P o esso
Depa men o Managemen and Public
Adminis a ion
O. M. Beke o Na ional Uni e si y o U ban Economy in
Kha ki
ORCID: h ps://o cid.o g/0000-0002-2792-4700
Chap e 5
Yu ii Skyba
Doc o o Pedagogical Sciences, Associa e P o esso ,
Chie Resea che
Depa men o In e ac ion o Highe Educa ion and Labo
Ma ke
Depu y Di ec o o Resea ch
Ins i u e o Highe Educa ion o he Na ional Academy o
Educa ional Sciences o Uk aine
ORCID: h ps://o cid.o g/0000-0003-2238-8272
Olena O ych
Doc o o Pedagogical Sciences, P o esso , Chie Resea che
Depa men o In e ac ion o Highe Educa ion and Labo
Ma ke
Ins i u e o Highe Educa ion o he Na ional Academy o
Educa ional Sciences o Uk aine
ORCID: h ps://o cid.o g/0000-0003-2686-2832
I yna D ach
Doc o o Pedagogical Sciences, P o esso , Chie
Resea che
Depa men o he Resea ch Ac i i ies o Uni e si ies
Di ec o
Ins i u e o Highe Educa ion o he Na ional Academy o
Educa ional Sciences o Uk aine
ORCID: h ps://o cid.o g/0000-0001-7501-4122
Volodymy Ko une s
PhD, Associa e P o esso , Leading Resea che
Depa men o In e ac ion o Highe Educa ion and Labo
Ma ke
Ins i u e o Highe Educa ion o he Na ional Academy o
Educa ional Sciences o Uk aine
ORCID: h ps://o cid.o g/0000-0001-9077-4867
Oleksand Zhabenko
PhD, Scien i ic Sec e a y, Senio Resea che
Depa men o In e ac ion o Highe Educa ion and Labo
Ma ke
Ins i u e o Highe Educa ion o he Na ional Academy o
Educa ional Sciences o Uk aine
ORCID: h ps://o cid.o g/0000-0001-5257-1743
Vale ii Yushchuk
PhD, Associa e P o esso
Depa men o Pedia ics, Obs e ics and Gynecology
Educa ional and Scien i ic Cen e "Ins i u e o Biology
and Medicine"
Ta as She chenko Na ional Uni e si y o Kyi
ORCID: h ps://o cid.o g/0009-0003-9094-2607

abs ac
The collec i e monog aph "Educa ional policy and e o ms: he impac o globaliza ion" b ings
oge he i e pe spec i es on he ans o ma ions shaping educa ion in he 21s cen u y and ad-
d esses one o he mos p essing ques ions o ou ime: how educa ion sys ems espond o he
mul iple, o en con adic o y p essu es gene a ed by globaliza ion. The book is guided by he con ic-
ion ha globaliza ion is no an abs ac o ce ope a ing ou side educa ion; i is a condi ion wi hin
which all educa ional ac o s now make decisions, nego ia e e o ms, and ede ine p io i ies. This
condi ion is economic and poli ical, bu also echnological, cul u al, and p o oundly human. The com-
bina ion o concep ual e lec ion, empi ical in es iga ion, and p ac ical ecommenda ions en iches
he olume wi h a mul i-laye ed analysis o how global dynamics a e ansla ed in o na ional s a e-
gies, ins i u ional go e nance, and he li ed expe iences o eache s, s uden s, and academic s a .
The no el y o he monog aph lies in i s in eg a i e pe spec i e. Whe eas much exis ing e-
sea ch on globaliza ion in educa ion isola es echnological inno a ion, policy amewo ks, o in-
s i u ional e o m as sepa a e a eas o inqui y, his book delibe a ely b ings hem oge he . Fi e
chap e s examine a i icial in elligence and digi al pedagogy, e o m ajec o ies in pos -socialis
sys ems, philosophical e lec ions on human digni y, pe sonnel managemen h ough he lens o he
economics o happiness, and he de elopmen o academic s a unde ins i u ional au onomy. The
con ibu ions a e no pa allel accoun s. They s and ou as in e connec ed analyses ha collec i ely
a gue ha educa ional e o m in a globalized e a can succeed only when i combines inno a ion wi h
humanism, s uc u al change wi h capaci y-building, and au onomy wi h esponsibili y.
Uk aine is posi ioned as he cen al case s udy, no simply o con ex ual easons bu because i
exempli ies he con e gence o global and local challenges. Uk ainian highe educa ion is unde going
pos -socialis ans o ma ion, alignmen wi h Eu opean Highe Educa ion A ea amewo ks, and
digi al accele a ion, all unde he ex ao dina y p essu es o wa and esou ce sca ci y. These o e -
lapping dynamics make Uk aine a elling example o how educa ion sys ems adap , esis , and inno a e
unde globaliza ion. The lessons d awn he e ex end beyond na ional bo de s: he s uc u al gaps,
adap i e s a egies, and no ma i e commi men s discussed in his book esona e wi h educa ional
sys ems in ansi ion wo ldwide. The i s chap e examines a i icial in elligence, Educa ion 4.0,
and digi al ans o ma ion as d i e s o pedagogical change. I documen s he oppo uni ies o adap-
i e echnologies o pe sonaliza ion, simula ion-based aining, and lexible lea ning pa hways, while
highligh ing gaps in digi al compe ence and sys emic eadiness. The au ho s a gue ha Uk aine isks
ma ginaliza ion in he global knowledge economy unless AI li e acy is embedded in eache educa ion
and suppo ed by na ional s a egies o e hical go e nance. Impo an ly, he chap e si ua es hese
challenges wi hin wide in e na ional deba es, no ing ha conce ns o e anspa ency, bias, and
equi y a e sha ed globally. The implica ion is clea : AI is no a panacea, bu when c i ically in eg a ed,
i can ex end he possibili ies o e ec i e pedagogy a he han eplace hem.
Educa ional policy and e o ms: he impac o globaliza ion
i
The second chap e analyzes e o m ajec o ies in pos -socialis and ansi ional con ex s. I
e eals a ecu en pa e n: s uc u al alignmen wi h Eu opean amewo ks such as he Bologna
P ocess is o en achie ed quickly, bu subs an i e changes in anspa ency, s uden -cen e ed
lea ning, and ins i u ional accoun abili y lag behind. The gap be ween adop ion and implemen a ion
is explained by bu eauc a ic ine ia, go e nance agili y, and limi ed esou ces. The au ho s ad-
oca e o e o m s a egies ha a e inc emen al ye cumula i e, con ex -sensi i e a he han
imi a i e, and e alua ed by changes in p ac ice a he han o mal compliance. This chap e con-
ibu es o compa a i e educa ion by showing ha con e gence is no linea bu con ingen , and
ha meaning ul e o m depends on balancing global s anda ds wi h local capaci ies.
The hi d chap e b ings philosophical and an h opological insigh s o bea on he ques ion
o who he subjec o educa ion is in a globalized, pos - u h wo ld. I c i iques he ins umen al
educ ion o educa ion o economic ou comes and pe o mance me ics, wa ning ha his neglec s
he humanis ic mission o cul i a ing digni y, esponsibili y, and eedom. Wi hou such g ounding,
e o ms isk p oducing echnically skilled bu exis en ially diso ien ed g adua es. The chap e high-
ligh s he need o pedagogical p ac ices ha cul i a e judgmen , e hical agency, and meaning-mak-
ing. In doing so, i adds a c ucial no ma i e dimension o he olume: ha educa ion mus emain
commi ed o o ming pe sons, no me ely p oducing human capi al.
The ou h chap e examines ins i u ional li e h ough he lens o he economics o happiness.
D awing on empi ical da a om Uk ainian uni e si ies as well as compa a i e indices, i highligh s a
pa adox whe e academic s a emain deeply commi ed o hei oles, ye sys emic s esso s such
as wo k o e load, inancial p eca i y, and psychological s ain unde mine well-being and, ul ima ely,
ins i u ional esilience. The au ho s iden i y he absence o sys ema ic a en ion o happiness as
a c i ical gap in go e nance and p opose conc e e measu es including pa icipa o y managemen ,
ecogni ion sys ems, and lexible o ganiza ional cul u es. Thei conclusion is s iking, highligh ing
ha uni e si ies which ea s a well-being as a s a egic esou ce a e be e posi ioned o
inno a e, compe e globally, and sus ain excellence.
The i h chap e ancho s he book in la ge-scale empi ical esea ch. Based on a su ey o
243 academic s a ac oss 11 uni e si ies, i in es iga es he de elopmen o scien i ic and peda-
gogical po en ial unde ins i u ional au onomy. Responden s emphasized he need o educe wo k-
loads, ele a e he p es ige o schola ly wo k, s eng hen esea ch in as uc u e, and expand in-
e na ional collabo a ions. The chap e unco e s a pa adox unde which al hough au onomy o mally
g an s uni e si ies lexibili y, in p ac ice i o en emains unde u ilized due o inancial limi a ions
and manage ial ine ia. The au ho s a gue ha s a de elopmen mus be ede ined as a s a egic
p io i y, suppo ed by p o essional de elopmen cen e s, anspa en e alua ion sys ems, and
s onge mechanisms o esea ch pa icipa ion. Ins i u ional au onomy, hey conclude, mus be
ma ched by ision and esou ces o ealize i s p omise.
Ac oss hese chap e s, se e al c oss-cu ing hemes eme ge. Fi s , globaliza ion gene a es
p essu es o adop amewo ks and echnologies quickly, bu ansla ion in o sus ainable p ac ice
is slow and une en. Second, capaci y-building (digi al, manage ial, and e hical) is he missing link
abs ac
ii
ha o en sepa a es o mal compliance om eal ans o ma ion. Thi d, e o ms canno succeed
wi hou a en ion o he human dimension: digni y, esponsibili y, and well-being a e no op ional
bu cen al o educa ional success. Finally, he Uk ainian case demons a es ha con ex s o
dis up ion and ansi ion a e no pe iphe al bu cen al o unde s anding globaliza ion in educa ion,
because hey expose bo h he agili y and he adap i e capaci ies o sys ems unde p essu e.
The implica ions a e signi ican . Fo policymake s, he book p o ides guidance on designing
e o ms ha a e globally in o med bu locally g ounded, a oiding unc i ical impo a ion o models
while aligning wi h in e na ional s anda ds. Fo uni e si ies, i o e s s a egies o s a de elop-
men , ins i u ional esilience, and he e ec i e use o au onomy. Fo schola s, i con ibu es o
compa a i e educa ion by p esen ing Uk aine as a case o global ele ance. Fo p ac i ione s, i
o e s concep ual ools and p ac ical s a egies o na iga e echnological change, e o m a igue,
and humanis ic challenges in hei daily wo k.
The monog aph's con ibu ion is hus bo h schola ly and p ac ical. I en iches in e na ional
li e a u e by in eg a ing echnological, policy, philosophical, and manage ial analyses in o a single
amewo k, while also p o iding conc e e ecommenda ions o ins i u ions and decision-make s. I
demons a es ha educa ion e o m in a globalized e a canno be educed o echnical adjus men .
I equi es in es men in people, alignmen be ween global amewo ks and local eali ies, and
commi men o humanis ic alues. Uk aine's expe ience wi hin b oade deba es akes he book o
o e insigh s o any sys em g appling wi h he p omises and isks o globaliza ion.
In sum, "Educa ional policy and e o ms: he impac o globaliza ion" a i ms ha globaliza ion is
no simply a p essu e o be endu ed. I is an oppo uni y o eimagine educa ion in ways ha a e
inno a i e, esilien , and human-cen e ed. I s o iginali y lies in wea ing oge he empi ical e idence,
concep ual cla i y, and no ma i e e lec ion in o a cohe en na a i e abou he u u e o educa ion.
I s signi icance lies in he con ic ion ha while con ex s di e , he sea ch o e o ms ha p e-
se e digni y, build capaci y, and emb ace inno a ion is a sha ed global ask.
Keywo ds
A i icial in elligence (AI), Educa ion 4.0, digi al ans o ma ion, English Language Teach-
ing (ELT), Uk ainian Language Teaching (ULT), cou se design, pe sonaliza ion, adap i e lea ning,
eedback and assessmen , equi y and e hical go e nance, Cha GPT, Copilo , digi al pedagogy, open
educa ion, digi al echnologies, educa ional p ocess, educa ional ins i u ion, lea ne s, educa ion,
pedagogy, globaliza ion, pos - u h, digni y, echnoc a ic discou se, ecogni ion, aliena ion, eco-
nomics o happiness, human esou ce managemen , s a de elopmen , highe educa ion ins i u-
ion, emo ional well-being, p o essional bu nou , o ganiza ional esilience, scien i ic and pedagogical
po en ial, Uk ainian uni e si ies, ins i u ional au onomy, academic s a de elopmen , knowledge
economy, ecogni ion and engagemen , ca ee g ow h, o ganiza ional esilience, in e na ional com-
pe i i eness, sus ainable de elopmen .
iii
Ci cle o eade s and scope o applica ion
The monog aph "Educa ional policy and e o ms: he impac o globaliza ion" is w i en o a
b oad bu clea ly de ined audience ha spans schola s, policymake s, ins i u ional leade s, educa-
o s, and g adua e s uden s. I s hema ic di e si y and me hodological ichness make i aluable
bo h as a schola ly con ibu ion and as a p ac ical esou ce o hose di ec ly engaged in designing,
implemen ing, and e alua ing educa ional e o ms. Fo esea che s in compa a i e and in e na ional
educa ion, he book p o ides a imely con ibu ion o deba es abou he e ec s o globaliza ion on
highe educa ion. The Uk ainian case is pa icula ly ins uc i e because i illus a es how a na ional
sys em unde going pos -socialis ans o ma ion, Eu opean in eg a ion, and geopoli ical dis up ion
nego ia es global e o m empla es. Schola s in ela ed ields such as sociology, poli ical science, and
he philosophy o educa ion will also ind he olume ele an o i s in e disciplina y app oach, which
connec s s uc u al analysis wi h ques ions o iden i y, meaning, and human digni y.
Fo policymake s and go e nmen agencies, he book o e s e idence-based insigh s and p ac-
ical ecommenda ions. I examines he challenges o implemen ing Eu opean Highe Educa ion
A ea e o ms, highligh s he oppo uni ies and isks o digi aliza ion and a i icial in elligence, and
s esses he need o con ex -sensi i e policies ha balance global con e gence wi h local eali ies.
Minis ies o educa ion, quali y assu ance bodies, and in e na ional o ganiza ions such as UNESCO,
he OECD, and he Eu opean Commission will ind he monog aph a aluable guide o aligning e-
o ms wi h bo h global amewo ks and na ional p io i ies.
Fo ins i u ional leade s and uni e si y adminis a o s, he chap e s p o ide s a egies o
s eng hening s a well-being, de eloping scien i ic and pedagogical po en ial, and making e ec i e
use o ins i u ional au onomy. The analyses o happiness economics, s a de elopmen needs,
and pa icipa o y managemen p ac ices unde sco e he link be ween o ganiza ional cul u e and
ins i u ional compe i i eness. The ecommenda ions a e di ec ly applicable o go e nance, human
esou ce policy, and long- e m planning.
Fo educa o s and p ac i ione s, he book o e s concep ual ools and p ac ical s a egies ha
can in o m eaching and p o essional p ac ice. The discussions o AI in eg a ion, pedagogical inno a-
ion, and he philosophy o digni y p o ide esou ces o eache s seeking o balance echnological
inno a ion wi h human-cen e ed pedagogy.
Finally, o g adua e and doc o al s uden s, he monog aph se es as bo h a e e ence and a
model o in e disciplina y esea ch. I combines empi ical e idence wi h heo e ical e lec ion and
p ac ical guidance, making i a use ul esou ce o cou sewo k, hesis de elopmen , and indepen-
den esea ch on educa ion and globaliza ion.
The book while add essing hese di e en audiences simul aneously es ablishes i sel as mo e han
an academic s udy. I may be seen as a guide o na iga ing he p essu es and oppo uni ies o globaliza-
ion in educa ion, ensu ing ha e o ms emain e icien , compe i i e, sus ainable and human-cen e ed.
In oduc ion
3
which o iew highe educa ion ins i u ions. I a gues ha s a well-being is no a p i a e ma e
bu a s a egic esou ce ha de e mines ins i u ional e ec i eness. D awing on empi ical e idence
om Uk ainian uni e si ies and in e na ional indices, i documen s how commi men and p o es-
sionalism pe sis among acul y e en as sys emic s esso s such as wo k o e load, inancial p eca -
i y, and psychological s ain e ode sa is ac ion and esilience. The chap e p oposes measu es such
as pa icipa o y managemen , ecogni ion sys ems, and suppo i e o ganiza ional cul u es as ways
o align ins i u ional success wi h s a well-being. This analysis esona es globally, as uni e si ies
e e ywhe e con on he challenge o sus aining excellence wi hou exhaus ing hei people.
The i h chap e "P io i ies o de eloping he scien i ic and pedagogical po en ial o academic
s a in Uk ainian uni e si ies unde ins i u ional au onomy" g ounds he olume in empi ical da a,
epo ing on a su ey o 243 academic s a om 11 uni e si ies. I examines he de elopmen o
scien i ic and pedagogical po en ial unde condi ions o ins i u ional au onomy. The indings e eal
u gen needs: educing wo kloads, enhancing he p es ige o academic wo k, expanding esea ch
in as uc u e, and os e ing in e na ional collabo a ion. While au onomy o mally g an s ins i u-
ions g ea e lexibili y, i has no always ansla ed in o s a egic use o ha eedom. The chap e
a gues ha au onomy mus be ma ched by ision, esou ces, and a commi men o s a de el-
opmen i i is o se e he knowledge economy. Recommenda ions include c ea ing p o essional
de elopmen cen e s, es ablishing anspa en e alua ion sys ems, and incen i izing pa icipa ion
in na ional and in e na ional p ojec s.
Al hough he chap e s add ess di e en le els and hemes, hey con e ge on se e al c oss-cu -
ing insigh s. Global amewo ks and echnologies a e o en adop ed quickly, bu hei ansla ion
in o p ac ice is slow and une en. Capaci y-building (digi al, manage ial, and e hical) is he missing
link ha explains he implemen a ion gap. Re o ms ha neglec he human dimension isk unde min-
ing he e y pu poses o educa ion. Ins i u ional au onomy, wi hou ision and esou ces, becomes
nominal a he han subs an i e. Ac oss he olume, he a gumen eme ges ha e ec i e e o m
is no abou adop ing models bu abou building sys ems ha can adap , sus ain, and inno a e.
The implica ions o his analysis a e a - eaching. Fo policymake s, he book unde sco es he
impo ance o aligning e o ms wi h bo h global amewo ks and local capaci ies, a oiding unc i ical
impo a ion o models. Fo ins i u ions, i highligh s he s a egic alue o in es ing in s a well-be-
ing, p o essional de elopmen , and esea ch in as uc u e. Fo schola s, i en iches he li e a u e
on compa a i e and in e na ional educa ion by p esen ing Uk aine as a case o global signi icance.
Fo educa o s and p ac i ione s, i o e s concep ual ools and p ac ical s a egies o na iga e
echnological change, e o m a igue, and humanis ic challenges in daily p ac ice.
Wha dis inguishes his monog aph is no only i s hema ic b ead h bu i s in eg a i e ap-
p oach. Technological inno a ion, ins i u ional go e nance, and philosophical e lec ion wea e
oge he wi h o ganiza ional cul u e, and empi ical esea ch, which c ea es a holis ic pic u e o
educa ion unde globaliza ion. This in eg a ion is bo h i s o iginali y and i s con ibu ion. I demon-
s a es ha educa ion canno be unde s ood o e o med h ough a single lens; i equi es dialogue
be ween disciplines, pe spec i es, and le els o analysis.

Educa ional policy and e o ms: he impac o globaliza ion
4
In conclusion, "Educa ional policy and e o ms: he impac o globaliza ion" a i ms ha global-
iza ion is no a des iny o be endu ed bu a con ex o be na iga ed wi h c ea i i y, esilience, and
commi men o human alues. Educa ion sys ems ha succeed in his na iga ion will be hose ha
combine inno a ion wi h humanism, global awa eness wi h local g ounding, and au onomy wi h
esponsibili y. Uk aine's expe ience wi hin b oade in e na ional deba es in he monog aph con-
ibu es o a sha ed sea ch o e o ms ha a e compe i i e ye digni ied, mode n ye meaning ul.
The book is add essed o schola s, policymake s, ins i u ional leade s, and p ac i ione s alike, in i -
ing hem o see in Uk aine's challenges and inno a ions e lec ions o hei own.
5
CHAPTER 1
CHAPTER 1
Designing English and Uk ainian language cou ses
wi h AI ools: compa a i e app oach
DOI: 10.15587/978-617-8360-20-7.CH1
Oksana Chaika, Na alia Sha mano a, Na alia Be ezo ska-Sa chuk
© The Au ho (s) o chap e , 2025. This is an Open Access chap e dis ibu ed unde he e ms o he CC BY license
Abs ac
This chap e examines how a i icial in elligence (AI) ools, p ima ily Cha GPT and Copilo , can
in o m he design o English Language Teaching (ELT) and Uk ainian Language Teaching (ULT) cou ses
o philology s uden s. G ounded in a s uc u ed compa a i e analysis, he s udy syn hesizes li e -
a u e, analyzes AI-assis ed cou se d a s, and conside s p ac ical use cases o e alua e impac s
on cou se a chi ec u e, eaching p ocesses, and lea ne ou comes. F amed wi hin Educa ion 4.0
and ongoing digi al ans o ma ion, indings show ha AI suppo s pe sonaliza ion, imely o ma-
i e eedback, mul imodal ask design, and da a-in o med ins uc ional decisions, while imp o ing
ime- and cos -e iciency o educa o s and adminis a o s. A he same ime, pe sis en chal-
lenges include accu acy and eliabili y, sensi i i y o linguis ic and cul u al nuance, une en digi al
compe ence, echnical cons ain s, and e hical isks ela ed o bias, p i acy, and anspa ency.
The chap e a gues ha AI augmen s a he han eplaces he eache and ha e ec i e adop ion
equi es capaci y-building, go e nance o e hical and equi able use, and a en ion o ins i u ional
eadiness. P agma ic ecommenda ions a e o e ed o in eg a ing AI in o ELT/ULT cou se design o
enhance engagemen and p o iciency while sa egua ding human-cen e ed aims.
KEYWORDS
A i icial in elligence (AI), Educa ion 4.0, digi al ans o ma ion, English Language Teaching (ELT),
Uk ainian Language Teaching (ULT), cou se design, pe sonaliza ion, adap i e lea ning, eedback and
assessmen , equi y and e hical go e nance, Cha GPT, Copilo .
English Language Teaching (ELT) and Uk ainian Language Teaching (ULT) encompass a mul i ac-
e ed app oach o language ins uc ion, ailo ed o mee he di e se needs o lea ne s wo ldwide
and locally [1–3]. As a ield wi hin applied linguis ics, ELT and ULT d aw upon a ious me hodologies,
heo ies, and pedagogical amewo ks o acili a e he acquisi ion and de elopmen o English and
Uk ainian language skills [4, 5] o mee he dynamic needs o lea ne s in a ious linguis ic and
6
Educa ional policy and e o ms: he impac o globaliza ion
CHAPTER 1
cul u al con ex s [6] ia he Communica i e Language Teaching (CLT) me hodology, which em-
phasizes au hen ic communica ion, meaning ul in e ac ion in eal-li e communica i e asks, and
ask-based lea ning ac i i ies in language class ooms [1, 7]; Task-Based Language Teaching (TBLT),
which ocuses on he use o au hen ic, pu pose ul asks o p omo e language lea ning and p o i-
ciency while comple ing asks ha simula e eal-wo ld language use si ua ions [8, 9]; he Di ec
Me hod, which emphasizes he use o a ge language in ins uc ion and ocuses on o al commu-
nica ion skills [1]; he Audio-Lingual Me hod, which emphasizes epe i ion, mimic y, and pa e n
p ac ice o de elop language skills [4]; and he Lexical App oach, which ocuses on he eaching
o ocabula y and colloca ions as he building blocks o language [10]. Mo eo e , in [11], on op
o TBLT, such pedagogical amewo ks as Con en and Language In eg a ed Lea ning (CLIL), and
he Shel e ed Ins uc ion Obse a ion P o ocol (SIOP) model also in o m ELT and ULT p ac ice by
p o iding s uc u ed app oaches o in eg a ing language ins uc ion wi h con en lea ning. Fu he ,
om adi ional class oom-based ins uc ion o inno a i e echnology-enhanced lea ning en i on-
men s, ELT and ULT encompass a spec um o eaching p ac ices aimed a os e ing p o iciency in
lis ening, speaking, eading, and w i ing in English [12, 13].
1.1 E ol ing Pa adigms in Language Teaching
His o ically, ELT has e ol ed in esponse o changes in global communica ion, mig a ion pa -
e ns, and educa ional pa adigms [6, 14]; so did ULT [13]. The eme gence o communica i e lan-
guage eaching (CLT) in he la e 20 h cen u y ma ked a signi ican shi owa ds in e ac i e and
lea ne -cen e ed app oaches o language ins uc ion [7, 15] and emphasized he impo ance o
au hen ic communica ion, TBL, and meaning ul in e ac ion in language class ooms [1]. In con em-
po a y ELT and ULT p ac ices, educa o s employ a a ie y o ins uc ional s a egies and ech-
niques o engage lea ne s and p omo e language acquisi ion: communica i e ac i i ies, language
games, ole-plays, au hen ic ma e ials, and echnology-media ed asks [5, 16], p ima ily ocusing
on lea ne au onomy, cul u al awa eness, and c i ical language awa eness, ha al oge he has
become inc easingly p ominen in ELT and ULT cu iculum design [17, 18]. This leads o conclude
ha ELT and ULT con inue o e ol e in esponse o ad ances in linguis ic esea ch, educa ional
echnology, and he changing needs o lea ne s in di e se linguis ic and cul u al con ex s [16, 19].
Howe e , as educa o s s i e o enhance language eaching e ec i eness and p omo e language
lea ning ou comes, ongoing inno a ion and adap a ion emain essen ial elemen s o ELT and ULT
p ac ice; he in eg a ion o A i icial In elligence (AI) in educa ion will only s eng hen language
eaching by o e ing pe sonalized lea ning expe iences and adap i e eedback, empowe ing edu-
ca o s o anscend adi ional ins uc ional limi a ions and op imize lea ning ou comes. Thus, we
conside AI in educa ion o ep esen a pa adigm shi in eaching and lea ning p ac ices, o e ing
unp eceden ed oppo uni ies o inno a ion and ans o ma ion. AI echnologies, including na u al
language p ocessing (NLP), machine lea ning, and da a analy ics, a e e olu ionizing educa ional
7
chap e 1. Designing English and Uk ainian language cou ses wi h AI ools: compa a i e app oach
CHAPTER 1
p ocesses by enabling pe sonalized lea ning expe iences, adap i e ins uc ion, and da a-d i en de-
cision-making [20, 21].
In he con ex o ELT and ULT o uni e si y philology s uden s, AI holds immense po en ial o
enhance language lea ning ou comes by p o iding lea ne s wi h ailo ed suppo , eedback, and
engagemen oppo uni ies [22, 23]. By le e aging AI-powe ed ools and pla o ms, educa o s can
op imize ELT and ULT cou se design, add ess indi idual lea ne needs, and os e a mo e inclusi e
and e ec i e lea ning en i onmen , c ea e dynamic, adap i e, and pe sonalized lea ning expe iences
ha ca e o he di e se needs and lea ning s yles o indi idual lea ne s [24]. Th ough AI-d i en ap-
plica ions such as au oma ed w i ing e alua ion sys ems, language lea ning cha bo s, and adap i e
lea ning pla o ms, educa o s can p o ide imely eedback, sca old lea ning expe iences, and ack
lea ne p og ess mo e e ec i ely [25, 26]. Fu he mo e, AI enables educa o s o ha ness he as
amoun s o da a gene a ed in digi al lea ning en i onmen s o in o m ins uc ional decisions, iden i-
y lea ning ends, and imp o e cou se e icacy [27, 28]. I is assumed ha in eg a ion o AI in ELT
and ULT cou se design no only enhances language lea ning ou comes bu also empowe s educa o s
o c ea e mo e engaging, e icien , and s uden -cen e ed lea ning expe iences.
Following he abo e, he p ima y pu pose o his s udy was o examine he c i ical ole o AI in
he ield o ELT and ULT, wi h a speci ic ocus on i s signi icance in designing and implemen ing e ec-
i e language cou ses. Via he syn hesis o exis ing esea ch, heo e ical amewo ks, and p ac ical
examples, he wo k will elucida e he po en ial bene i s, challenges, and implica ions o in eg a ing
AI ools in o he cou se design p ocess. Th ough an in-dep h analysis o AI-powe ed applica ions
and me hodologies, i.e., Cha GPT and Copilo , we aimed o p o ide insigh s in o how educa o s can
ha ness he powe o AI o op imize ELT and ULT p ac ices, enhance pedagogy, and imp o e lea ning
ou comes o language lea ne s.
Posi ioning his analysis wi hin he b oade pa adigm o Educa ion 4.0 and ongoing digi al ans-
o ma ion, he chap e iews AI-assis ed cou se design as a d i e o pedagogical change a he
han a s and-alone echnical upg ade. The compa a i e ocus on English and Uk ainian con ex s
highligh s how adap i e echnologies suppo pe sonaliza ion, da a-in o med decisions, and lexi-
ble lea ning pa hways, while exposing cons ain s o une en digi al compe ence and ins i u ional
eadiness. F aming he s udy his way aligns he p ac ical cou se-design cases wi h in e na ional
deba es on anspa ency, bias, and equi y in AI-enhanced educa ion.
1.2 Ma e ials and Me hods
We employed a s uc u ed compa a i e analysis o e alua e he in eg a ion o AI ools, speci -
ically ocusing on Cha GPT and Copilo , in ELT/ULT cou se design o philology s uden s. To achie e
he se objec i es, we u ilized a ange o ma e ials o explo e he in eg a ion o AI ools in English
and Uk ainian language eaching. These included heo e ical amewo ks on educa ional echnology,
de ailed d a s o AI-assis ed ELT and ULT cou se designs, compa a i e s udies illus a ing he
8
Educa ional policy and e o ms: he impac o globaliza ion
CHAPTER 1
p ac ical applica ion and ou comes o Cha GPT, Copilo and o he digi al ools in language educa-
ion. Thus, analyzing he concep ual amewo ks o esea ch, we ca ego ized he 52 sho lis ed
wo ks in o se e al dis inc g oups based on hei ocus on a i icial in elligence (AI) in educa ion,
language eaching me hodologies, and he in eg a ion o echnology in language lea ning. The ol-
lowing key g oups we e de e mined:
1) AI in language lea ning and educa ion (27%), whe e wo ks ocus on he applica ion, impac ,
and po en ial o AI in hese a eas; hey explo e how AI ools, eachable agen s, and in elligen
sys ems can enhance educa ional ou comes, pe sonalize lea ning expe iences, and suppo bo h
eache s and s uden s in he lea ning p ocess;
2) language eaching me hodologies and pedagogical s a egies (27%), wi h esea ch indings
ha co e ask-based lea ning, communica i e language eaching, and he lexical app oach; hese
p o ide heo e ical ounda ions and p ac ical s a egies o e ec i e language ins uc ion, ocusing
on bo h adi ional and inno a i e pedagogical app oaches;
3) in eg a ion o echnology in language lea ning (17%), which explo es he ole o a ious
echnologies in enhancing language lea ning and discusses he use o AI, i ual and augmen ed
eali y, social lea ning analy ics, and compu e -suppo ed collabo a i e lea ning; he ocus o dis-
inguished esea che s is on how hese echnologies can be in eg a ed in o he language lea ning
p ocess o imp o e engagemen , mo i a ion, and educa ional ou comes;
4) speci ic language con ex s and inno a ions in eaching (10%), which helped us p o ide
insigh s in o speci ic language eaching con ex s, such as eaching mode n Uk ainian, eaching
Uk ainian in p o essional se ings, eaching Uk ainian as a o eign language, inno a ions in language
eaching in Uk aine, and he use o imme si e echnologies; he wo ks mainly highligh localized
app oaches and case s udies ha demons a e he applica ion o inno a i e eaching p ac ices in
di e en educa ional se ings;
5) o he esea ch complemen ing he indings in mo e ad anced a eas, e.g., ELT, mul icul u al
educa ion, inno a ions in educa ion e c.
The esea ch esul s co e ed a wide ange o opics ela ed o AI in educa ion and he impo -
ance o obus pedagogical amewo ks, causing he need o inno a i e s a egies ailo ed o
speci ic educa ional con ex s. De ailed d a s o ELT and ULT cou ses designed wi h he assis ance
o Cha GPT and Copilo se ed as ounda ional ma e ials o analysis, and examina ion o hei
applica ion illus a ed pe spec i e ou comes.
To e alua e he in eg a ion o AI ools in ELT and ULT cou se design, we conduc ed a s uc u ed
compa a i e analysis, inco po a ing a comp ehensi e li e a u e e iew and de ailed examina ion
o AI-assis ed cou se d a s. We analyzed he da a ob ained and p esen ed he ea u es, capa-
bili ies, and ou comes o Cha GPT and Copilo as opposed o o he AI ools in he con ex o ELT
and ULT cou se design. This in ol ed e alua ing he ools' e ec i eness in pe sonalizing lea ning,
p o iding eedback, and suppo ing ins uc ional decisions. A supplemen was he key pe spec-
i e o educa o s and adminis a o s – he p oposed app oach would u n cos - and ime e i-
cien . De ailed s udies o he Cha GPT and Copilo cou se d a s helped unde s and he p ac ical

9
chap e 1. Designing English and Uk ainian language cou ses wi h AI ools: compa a i e app oach
CHAPTER 1
implemen a ion o AI ools in language eaching o English and Uk ainian o uni e si y philology
s uden s. These s udies p o ided insigh s in o he bene i s and challenges ha may be expe ienced
by bo h educa o s and s uden s. Ul ima ely, he in o ma ion om heo e ical amewo ks, cou se
design d a s, and compa a i e s udies was syn hesized o iden i y pa e ns, d aw conclusions, and
p o ide ecommenda ions o e ec i e AI in eg a ion in language eaching o English and Uk ainian
o philology s uden s.
1.3 The Role o AI in Educa ion
The ole o AI in educa ion is mul i ace ed and con inues o e ol e apidly wi h ad ancemen s
in echnology. Based on he s udies and indings by X. Hu e al. [29], M. Maas e al. [30],
A. Ra ensc o e al. [31], W. Holmes e al. [32], e c., he ollowing key aspec s o AI's ole in
educa ion include pe sonalized lea ning, da a analy ics, in elligen u o ing sys ems, au oma ion o
adminis a i e asks, i ual lea ning en i onmen s, language lea ning and ansla ion, which a e
no he exhaus i e lis (Fig. 1.1).
da a analy ics
in elligen u o ing sys ems
i ual lea ning en i onmen s
language lea ning and ansla ion
au oma ion o adminis a i e asks
pe sonalized lea ning
 Fig. 1.1 Key aspec s o AI's ole in educa ion
Sou ce: esea ch indings
I is ound ha wi h pe sonalized lea ning AI algo i hms can analyze as amoun s o da a o
ailo lea ning expe iences o indi idual s uden s' needs, p e e ences, and lea ning s yles. AI sys-
ems easily p o ide pe sonalized ecommenda ions, adap i e con en , and a ge ed eedback; hey
can also op imize lea ning ou comes and engagemen [33, 34]. Simila ly, AI-powe ed u o ing sys-
ems can enhance s uden s' pe o mance when hey simula e one-on-one u o ing expe iences by
p o iding pe sonalized ins uc ion, eedback, and suppo o s uden s. These sys ems can be also
used by ELT and ULTs o adap o s uden s' p og ess, diagnose lea ning gaps, and sca old lea ning
expe iences o acili a e mas e y o concep s [23, 29, 35].
10
Educa ional policy and e o ms: he impac o globaliza ion
CHAPTER 1
Da a analy ics enables he collec ion, p ocessing, and analysis o educa ional da a on a la ge
scale. This da a-d i en app oach allows ELT and ULT educa o s o gain insigh s in o s uden pe o -
mance, iden i y lea ning ends when eaching English and Uk ainian as L1 o L2, and make da a-in-
o med decisions o imp o e eaching and lea ning p ac ices [23, 36, 37].
Fu he , AI echnologies can sa e a g ea deal o eache s' ime as hey may au oma e ou ine
adminis a i e asks, such as g ading assignmen s, managing s uden eco ds, and scheduling
classes. Educa o s in ELT and ULT can alloca e mo e ime and esou ces o eaching and suppo ing
s uden s [31, 32, 38] ins ead o spending hei ime on assessmen s and aking no es manually.
As VR ( i ual eali y) is ad ancing a an immense speed, AI-d i en i ual lea ning en i onmen s
can be used in ELT and ULT class ooms o c ea e imme si e and in e ac i e lea ning expe iences,
e.g., i ual class ooms, simula ions, and gami ied lea ning ac i i ies. I is ag eed wi h M. Maas and
J. Hughes [30], and E. Ab enilla e al. [39] ha " hese en i onmen s enable s uden s o engage
wi h cou se ma e ials in dynamic and engaging ways", enhancing mo i a ion and e en ion [40].
Finally, AI-powe ed language lea ning pla o ms and ansla ion ools can assis s uden s in
lea ning English and Uk ainian as L2, imp o ing p onuncia ion, and ansla ing ex s in eal- ime.
These ools le e age na u al language p ocessing and machine lea ning algo i hms [40] o acili a e
language acquisi ion and communica ion [38].
A la ge, AI has he po en ial o e olu ionize educa ion by enhancing pe sonalized lea ning
expe iences, imp o ing eaching e iciency, and expanding access o quali y educa ion. Howe e ,
i is essen ial o add ess e hical conside a ions, p i acy conce ns, and ensu e equi able access o
AI echnologies o maximize hei bene i s o all lea ne s.
D awing upon cogni i e science, lea ning heo ies, and educa ional psychology, heo e ical
amewo ks a ise essen ial guides o unde s anding he ole o AI in educa ion and i s in eg a ion
in o ELT p ac ices p o ide a concep ual basis o he de elopmen and implemen a ion o AI-powe ed
educa ional echnologies. Wi hin he b oade con ex o educa ion, a ious heo e ical pe spec i es
shape he discou se su ounding AI in eg a ion. Cons uc s om cogni i e science, such as schema
heo y and in o ma ion p ocessing models, o e insigh s in o how lea ne s acqui e, p ocess, and
e ain knowledge, hus in o ming he design o AI algo i hms and adap i e lea ning sys ems [41].
Mo eo e , da ing back, lea ning heo ies such as cons uc i ism, socio-cul u al heo y, and con-
nec i ism p o ide heo e ical unde pinnings o unde s anding how lea ne s cons uc knowledge,
engage wi h lea ning ma e ials, and in e ac wi hin lea ning en i onmen s [42, 43] and emphasize
he impo ance o ac i e engagemen , social in e ac ion, and au hen ic lea ning expe iences. Wi h
he ad ance o mode n digi aliza ion, AI echnologies can acili a e pe sonalized lea ning pa hways
h ough collabo a i e pla o ms, and in e ac i e lea ning en i onmen s. Fu he mo e, in he speci ic
con ex o ELT and ULT, pedagogical heo ies play a c ucial ole in guiding he in eg a ion o AI ools
o enhance language ins uc ion. Cons uc i is app oaches, which emphasize he ole o lea ne s
as ac i e pa icipan s in hei own lea ning p ocess, align closely wi h he p inciples o AI-d i en
pe sonalized lea ning. They p o ide lea ne s wi h oppo uni ies o explo a ion, disco e y, and e-
lec ion, AI-powe ed language lea ning pla o ms can sca old lea ning expe iences and p omo e
11
chap e 1. Designing English and Uk ainian language cou ses wi h AI ools: compa a i e app oach
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deepe unde s anding o language concep s [38, 40]. Simila ly, he socio-cul u al heo y, which
emphasizes he socio-cul u al con ex o lea ning and he impo ance o social in e ac ion in knowl-
edge cons uc ion, in o ms he design o AI-suppo ed collabo a i e lea ning en i onmen s in ELT/
ULT [43]. Language lea ning cha bo s, i ual language exchange pla o ms, and collabo a i e w i ing
ools le e age AI echnologies o acili a e pee in e ac ion, language p ac ice, and cul u al exchange
among lea ne s om di e se linguis ic backg ounds. Finally, as men ioned in in oduc ion ask-based
lea ning (TBL) heo y p o ides a p ac ical amewo k o in eg a ing AI ools in o ELT and ULT ped-
agogy [38]; i emphasizes he use o au hen ic, eal-wo ld asks o p omo e language lea ning and
communica ion skills, aligning closely wi h he goal o AI-d i en language lea ning applica ions o
p o ide con ex ualized, ask-o ien ed language p ac ice. To summa ize, he heo e ical amewo k
o he ole o AI in educa ion and pedagogical heo ies suppo ing AI in eg a ion in ELT and ULT p o-
ides a ich concep ual basis o unde s anding he po en ial impac o AI echnologies on language
eaching and lea ning, enabling educa o s o ha ness he powe o AI o c ea e inno a i e, adap i e,
and e ec i e lea ning en i onmen s ha empowe lea ne s o achie e hei language lea ning goals.
1.4 F amewo ks o Designing ELT and ULT Cou ses wi h AI Tools
The in eg a ion o AI ools in o he design and deli e y o ELT cou ses equi es a s uc u ed
amewo k ha aligns pedagogical p inciples wi h echnological capabili ies. Se e al amewo ks
ha e eme ged o guide educa o s in e ec i ely inco po a ing AI ools in o ELT cou se design, acil-
i a ing pe sonalized lea ning expe iences, and op imizing lea ning ou comes. The li e a u e e iew
ad ances a wide a ie y o amewo ks which aim a adap i e lea ning, da a-d i en ins uc ional
design, pedagogical agen , and social lea ning.
The adap i e lea ning amewo ks le e age AI algo i hms o dynamically adjus cou se con en ,
pace, and di icul y le el based on indi idual lea ne needs and pe o mance [44] while da a-d i en
ins uc ional design amewo ks u ilize AI-d i en analy ics o in o m cou se design decisions, iden i y
lea ning ends, and assess lea ne p og ess [45]. The o me , as opposed o da a-d i en ame-
wo ks, can ailo lea ning pa hways, ecommend esou ces, and p o ide pe sonalized eedback
o enhance language acquisi ion and mas e y by analyzing lea ne in e ac ions, p e e ences, and
pe o mance da a [33, 34, 46] while wi h he la e educa o s can i e a i ely e ine cou se ma e-
ials, ac i i ies, and assessmen s o be e mee lea ne needs and op imize lea ning ou comes, by
analyzing lea ne da a, such as engagemen me ics, assessmen esul s, and lea ning ajec o ies.
Nex , pedagogical agen amewo ks in eg a e AI-powe ed pedagogical agen s in o cou se
design o p o ide pe sonalized suppo , guidance, and eedback o lea ne s [37, 47]. These i ual
agen s, powe ed by na u al language p ocessing and machine lea ning echnologies, can engage
lea ne s in in e ac i e dialogues, sca old lea ning ac i i ies, and p o ide imely assis ance, enhanc-
ing lea ne engagemen and mo i a ion in language lea ning con ex s [48, 49]. Howe e , he alue
o social lea ning amewo ks canno be unde es ima ed as hese can con ibu e e en mo e as hey
12
Educa ional policy and e o ms: he impac o globaliza ion
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le e age AI echnologies o acili a e collabo a i e lea ning expe iences [15], pee in e ac ion, and
knowledge sha ing among lea ne s [50].
Based on he abo e i is ound highly easonable o inco po a e social lea ning ea u es such as
discussion o ums, collabo a i e p ojec s, and pee e iew ac i i ies in o ELT cou ses. I is ag eed
wi h P. Pa ish and B. Wilson [51], and O. Chaika e al. [6] ha hen educa o s can c ea e a
suppo i e lea ning communi y whe e lea ne s can engage in meaning ul language p ac ice and
cul u al exchange.
Mo eo e , in line wi h he Quali ies and Le els o Expe ience Model p esen ed by P. Pa ish
and B. Wilson, i is aken u he ha bo h educa o s and lea ne s can g ow hei expe ise,
whe e he engagemen le els may apply o educa o s i espec i e o hei yea s o employmen
and pedagogical expe ience – om hose designing ELT and ULT cou ses while ha ing no and ha dly
any expe ience and eeling o ced o do ha o hose enjoying challenging endea o s and aes he ic
expe ience (Fig. 1.2).
Challenging Endea o s
Aes he ic
Expe ience
Pleasan Rou ine
Sca e ed/Incomple e Ac i i y
Fo ced, Mindless Rou ine
Unconsciousness (No expe ience)
In en
P esence
Openness
T us
Immediacy
Malleabili y
Compellingness
Resonance
Cohe ence
Si ua ional Quali ies
Quali ies and Le els o Expe ience
Indi idual Quali ies
 Fig. 1.2 Quali ies and le els o expe ience o educa o s' AI-powe ed ELT and ULT compe ence
Sou ce: [51]
F om he abo e pe spec i e, amewo ks o designing ELT and ULT cou ses wi h AI ools p o-
ide educa o s wi h s uc u ed app oaches o in eg a ing AI echnologies in o cou se design and
deli e y. Tha becomes easily manageable wi h le e aging adap i e lea ning, employing da a-d i en
19
chap e 1. Designing English and Uk ainian language cou ses wi h AI ools: compa a i e app oach
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6. Clauses and sen ence ypes:
– independen and dependen clauses;
– subo dina e clauses: ela i e clauses, ad e bial clauses, and noun clauses;
– sen ence ypes: decla a i e, in e oga i e, impe a i e, and exclama o y sen ences.
7. G amma in con ex :
– applying g amma ules in w i ing: essays, epo s, and na a i es;
– analyzing g amma in au hen ic ex s: newspape s, li e a u e, and academic a icles;
– using g amma in o al communica ion: p esen a ions, discussions, and deba es.
Assessmen me hods:
1. Quizzes and homewo k assignmen s o assess unde s anding o g amma concep s.
2. G amma exe cises and wo kshee s o p ac ice applying g amma ules in con ex .
3. W i en assignmen s, such as essays and sho composi ions, o e alua e s uden s' abili y
o use g amma accu a ely in w i ing.
4. O al p esen a ions and discussions o assess s uden s' abili y o communica e e ec i ely
using g amma ically co ec English.
5. Mid e m and inal exams o e alua e o e all comp ehension and e en ion o cou se
ma e ial.
Tex book: "Unde s anding and Using English G amma " by B. Aza and S. Hagen.
Addi ional esou ces:
– online g amma u o ials and in e ac i e exe cises;
– supplemen a y eading ma e ials on English g amma usage and s yle guides;
– language lea ning so wa e and apps o g amma p ac ice.
As demons a ed abo e, his d a ou line by Cha GPT p o ides a comp ehensi e o e iew
o he English G amma cou se, ou lining i s objec i es, con en , assessmen me hods, and ec-
ommended esou ces. Howe e , i should be no ed ha e e ences a e no o be ollowed as
us wo hy; hey a e made up by he ool as an example o be u he changed and subs i u ed by
humans. Ne e heless, he cou se is designed o equip bachelo s uden s wi h a s ong ounda ion
in English g amma , essen ial o academic success and e ec i e communica ion in English-speaking
con ex s, on he one hand, and b oaden he cou se design ho izons o educa o s e eshening
di e en pe spec i es.
D a C (copy-pas ed om Cha GPT, Ve sion 3.5).
Cou se i le: In oduc ion o English g amma o bachelo s uden s.
Cou se desc ip ion: his cou se is designed o p o ide i s -yea bachelo s uden s wi h a
comp ehensi e unde s anding o English g amma . Th ough a combina ion o heo e ical expla-
na ions, p ac ical exe cises, and eal-li e examples, s uden s will de elop essen ial g amma ical
knowledge and skills necessa y o e ec i e communica ion in English. The cou se will co e un-
damen al concep s such as pa s o speech, sen ence s uc u e, e b ense and aspec , and
sen ence ypes. Emphasis will also be placed on p ac ical applica ion, including w i ing, and edi ing
exe cises, o ein o ce lea ning.

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Educa ional policy and e o ms: he impac o globaliza ion
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Cou se objec i es:
1. To amilia ize s uden s wi h he basic componen s o English g amma .
2. To de elop s uden s' abili y o analyze and unde s and sen ence s uc u e.
3. To enhance s uden s' p o iciency in using English g amma accu a ely and e ec i ely in bo h
spoken and w i en communica ion.
4. To cul i a e s uden s' c i ical hinking skills h ough he examina ion and applica ion o g am-
ma ical p inciples.
5. To p o ide oppo uni ies o s uden s o p ac ice and e ine hei g amma skills in au hen ic
con ex s.
Cou se ou line:
Week 1–2. In oduc ion o g amma :
– o e iew o he cou se objec i es, expec a ions, and esou ces;
– de ini ion o g amma and i s impo ance in communica ion;
– pa s o speech: nouns, p onouns, e bs, adjec i es, ad e bs, p eposi ions, conjunc ions,
and in e jec ions.
Week 3–4. Sen ence s uc u e:
– basic sen ence elemen s: subjec , p edica e, objec ;
– sen ence ypes: decla a i e, in e oga i e, impe a i e, exclama o y;
– sen ence pa e ns and a ia ions.
Week 5–6. Ve b ense and aspec :
– o e iew o e b ense sys em: p esen , pas , u u e;
– p og essi e aspec and pe ec aspec ;
– e b conjuga ion and i egula e bs;
Week 7–8. Noun ph ases and p onouns:
– noun ph ase s uc u e: de e mine s, modi ie s;
– ypes o p onouns: pe sonal, possessi e, demons a i e, ela i e, in e oga i e, inde ini e;
– ag eemen be ween p onouns and an eceden s.
Week 9–10. Adjec i es and ad e bs:
– unc ions and placemen o adjec i es;
– deg ees o compa ison: posi i e, compa a i e, supe la i e;
– ypes and unc ions o ad e bs.
Week 11–12. Sen ence ans o ma ion and edi ing:
– sen ence ans o ma ion exe cises: a i ma i e o nega i e, ac i e o passi e, di ec o
indi ec speech;
– p oo eading and edi ing echniques;
– pee e iew and eedback sessions.
Week 13. Re iew and assessmen :
– e iew o key concep s and g amma ules co e ed in he cou se;
– p ac ice exe cises and quizzes;
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chap e 1. Designing English and Uk ainian language cou ses wi h AI ools: compa a i e app oach
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– inal assessmen : w i en exam and/o p ac ical assignmen .
Cou se ma e ials:
– ex book: "Unde s anding English G amma " by B. S. Aza ;
– online esou ces: g amma exe cises, in e ac i e u o ials, and supplemen a y eadings;
– g amma e e ence guides and handou s p o ided by he ins uc o .
Assessmen :
– weekly quizzes and homewo k assignmen s (30%);
– mid e m exam co e ing g amma concep s and applica ion (30%);
– inal p ojec : w i ing assignmen o g amma ical analysis ask (20%);
– inal exam: comp ehensi e assessmen o cou se con en (20%).
Teaching me hodology:
– lec u es: heo e ical explana ions and examples p esen ed by he ins uc o ;
– in e ac i e ac i i ies: g oup discussions, pai wo k, and ole-play exe cises;
– hands-on p ac ice: g amma d ills, w i ing asks, and edi ing exe cises;
– mul imedia p esen a ions: ideos, audio eco dings, and online u o ials.
G ading policy:
– A: 90–100%;
– B: 80–89%;
– C: 70–79%;
– D: 60–69%;
– F: below 60%.
Cou se policies:
– a endance: egula a endance and ac i e pa icipa ion in class ac i i ies a e expec ed;
– la e submissions: assignmen s submi ed a e he due da e will incu a penal y;
– academic in eg i y: plagia ism o chea ing will esul in disciplina y ac ion as pe uni e si y
policies;
– accommoda ions: s uden s wi h disabili ies o special needs should con ac he ins uc o o
a ange app op ia e accommoda ions.
No e: his cou se ou line se es as a gene al amewo k and can be modi ied o adap ed ac-
co ding o he speci ic needs and p e e ences o he ins uc o and s uden s.
In summa y o he abo e ELT cou ses, se e al ad an ages o D a C cou se design o ELT
should be no ed o e he cou ses in D a s A and B, i.e., sys ema ic o ganiza ion and comp ehen-
si e co e age, in e ac i e eaching me hods and balanced assessmen , and alignmen wi h lea ning
objec i es and p ac ical applica ion. Fi s ly, unlike he cou se design c ea ed by Copilo in D a A,
which may lack de ailed o ganiza ion o comp ehensi e co e age o g amma opics, D a C p o-
ides a clea and s uc u ed ou line co e ing undamen al g amma concep s in dep h, ensu ing s u-
den s ecei e a ho ough unde s anding o English g amma . Secondly, he la e d a by Cha GPT
in con as o D a B, which may lack in e ac i e elemen s o a ied assessmen s a egies,
inco po a es di e se eaching me hodologies such as g oup discussions, pai wo k, and mul imedia
22
Educa ional policy and e o ms: he impac o globaliza ion
CHAPTER 1
p esen a ions, along wi h a balanced assessmen s a egy including quizzes, exams, and p ojec s,
which al oge he ensu es ac i e s uden engagemen and holis ic e alua ion o lea ning ou comes.
Finally, unlike bo h cou ses in D a s A and B, which may no ully align wi h bo h heo e ical and
p ac ical lea ning objec i es, D a C o ELT design s ikes a balance be ween heo e ical explana-
ions and p ac ical applica ion, in eg a ing eal-li e examples and w i ing/edi ing exe cises o ein-
o ce lea ning and p omo e e ec i e communica ion skills in English. Mos impo an ly, and wha is
going o be discussed in challenges o implemen ing AI ools o ELT cou se designs, D a C includes
he no e in he end: "This cou se ou line se es as a gene al amewo k and can be modi ied o
adap ed", which is c i ically impo an o e hical conside a ions and o iginali y s a emen [18] o
he wo k by educa o s.
D a D (copy-pas ed om Copilo ).
Cou se i le: Mode n li e a y Uk ainian.
Cou se desc ip ion: his cou se in oduces s uden s o Mode n Li e a y Uk ainian, encom-
passing i s de elopmen , cul u al con ex , and con empo a y usage. I aims o de elop s uden s'
p o iciency in Uk ainian language and acquain hem wi h signi ican li e a y wo ks and media ha
shape mode n Uk ainian discou se.
Cou se objec i es:
1. To unde s and he e olu ion o he Uk ainian language and i s li e a y o ms.
2. To analyze and in e p e Uk ainian li e a y ex s and media c i ically.
3. To enhance language skills in eading, w i ing, speaking, and comp ehension.
4. To explo e he ole o li e a u e and media in e lec ing and shaping socie al alues and
iden i y.
Cou se con en :
1. In oduc ion o mode n li e a y Uk ainian:
– his o ical de elopmen o he Uk ainian language;
– o e iew o he Uk ainian li e a y canon;
– language s uc u e and con empo a y usage.
2. Li e a u e and cul u al iden i y:
– s udy o key li e a y igu es and hei con ibu ions;
– explo a ion o hemes such as iden i y, na ionalism, and he indi idual e sus socie y.
3. Uk ainian li e a u e and ilm:
– analysis o li e a y wo ks adap ed in o ilms;
– he in e play be ween isual and ex ual na a i es.
4. Con empo a y Uk ainian media:
– examina ion o cu en Uk ainian media and jou nalism;
– he impac o media on language and cul u e.
5. Language and poli ics:
– he in luence o poli ical mo emen s on language and li e a u e;
– case s udies: Maidan Re olu ion and he Russia-Uk aine con lic .
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chap e 1. Designing English and Uk ainian language cou ses wi h AI ools: compa a i e app oach
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Lea ning ou comes:
– demons a e an unde s anding o he s uc u e and usage o mode n li e a y Uk ainian;
– c i ically analyze Uk ainian li e a y ex s and media;
– communica e e ec i ely in bo h spoken and w i en Uk ainian;
– e lec on he cul u al and poli ical dimensions o Uk ainian li e a u e and media.
Assessmen me hods:
– w i en assignmen s analyzing li e a y ex s and media;
– o al p esen a ions on selec ed opics;
– pa icipa ion in class discussions;
– inal exam encompassing comp ehension, ansla ion, and essay w i ing.
Recommended eadings:
– selec ions om wen ie h-cen u y Uk ainian li e a u e and ilm;
– con empo a y Uk ainian p ose and poe y;
– academic a icles on Uk ainian language and cul u al s udies.
Cou se du a ion: one academic yea ( wo semes e s).
P e equisi es: none. This cou se is designed o beginne s.
Teaching me hods:
– lec u es and semina s;
– g oup discussions and deba es;
– ilm sc eenings and analysis;
– language labs o p ac ice.
This d a is a s a ing poin and can be ailo ed o mee he speci ic needs and goals o you
academic p og am. I 's also essen ial o include a a ie y o assessmen me hods o ca e o
di e en lea ning s yles and o p o ide s uden s wi h a comp ehensi e unde s anding o Mode n
Li e a y Uk ainian.
D a D as an AI-gene a ed cou se design holds bo h s eng hs and weaknesses. Fi s , i o e s
a comp ehensi e o e iew o mode n Uk ainian li e a y language, in eg a ing his o ical de elopmen ,
key li e a y igu es, and con empo a y media and poli ics. Second, he in e disciplina y app oach
p o ides s uden s wi h a holis ic unde s anding o he Uk ainian language's cul u al signi icance.
Thi d, he cou se also emphasizes p ac ical applica ion h ough language labs, ilm analysis, and
g oup discussions, enhancing s uden s' speaking, w i ing, and analy ical skills. Finally, he ocus on
c i ical hinking and cul u al iden i y helps s uden s app ecia e he b oade socio-cul u al impac o
language. I may se e as a backbone o build on he necessa y elemen s and design mo e speci ic
ea u es. A he same ime, a lis o weaknesses may e e o a b oad ange o opics, which migh
limi he dep h o co e age o each a ea, po en ially lea ing philology s uden s wi h a supe icial
unde s anding o he equi ed in o ma ion. Then, he esou ce-in ensi e na u e o he cou se, e-
qui ing echnology, ma e ials, and skilled ins uc o s, may no be easible in all educa ional se ings
gi en he age and IT-compe ence o lec u e s. Mo eo e , assessmen me hods, while di e se, migh
no ca e o all lea ning s yles, disad an aging s uden s uncom o able wi h o al p esen a ions
24
Educa ional policy and e o ms: he impac o globaliza ion
CHAPTER 1
o g oup discussions. Addi ionally, despi e being designed o i s yea philology s uden s, he
cou se migh be challenging o hose wi h no p io exposu e o Uk ainian language o li e a u e,
necessi a ing addi ional suppo . Finally, he con ex -speci ic con en may limi he cou se's appeal
o a b oade audience, especially hose no speci ically in e es ed in Uk ainian s udies.
D a E (copy-pas ed om Cha GPT, Ve sion 3.5).
Cou se i le: Mode n li e a y Uk ainian o i s -yea bachelo s uden s.
Cou se desc ip ion: his cou se in oduces i s -yea bachelo s uden s o mode n li e a y
Uk ainian, ocusing on i s e olu ion, cul u al con ex , and con empo a y usage. The cou se aims
o de elop s uden s' p o iciency in Uk ainian language skills and amilia ize hem wi h signi ican
li e a y wo ks and media shaping he mode n Uk ainian discou se.
Cou se objec i es:
1. To unde s and he e olu ion o he Uk ainian language and i s li e a y o ms.
2. To c i ically analyze and in e p e mode n Uk ainian li e a y ex s and media.
3. To enhance linguis ic skills in eading, w i ing, speaking, and comp ehension in Uk ainian.
4. To explo e he ole o li e a u e and media in e lec ing and shaping socie al alues and
iden i y.
Cou se ou line:
Week 1–2. In oduc ion o mode n li e a y Uk ainian:
– o e iew o he cou se objec i es, expec a ions, and esou ces;
– his o ical de elopmen o he Uk ainian language;
– key cha ac e is ics o mode n li e a y Uk ainian.
Week 3–4. Li e a y canon and cul u al iden i y:
– in oduc ion o signi ican igu es in mode n Uk ainian li e a u e;
– explo a ion o hemes such as iden i y, na ionalism, and socie al alues;
– analysis o selec ed li e a y wo ks.
Week 5–6. Uk ainian li e a u e in ilm:
– examina ion o li e a y wo ks adap ed in o ilms;
– compa a i e analysis o na a i e echniques in li e a u e and ilm;
– ilm sc eenings and discussions.
Week 7–8. Con empo a y Uk ainian media:
– analysis o mode n Uk ainian media and jou nalism;
– he impac o media on language and cul u e;
– case s udies o no able media ex s.
Week 9–10. Language and poli ics:
– explo a ion o he poli ical in luences on language and li e a u e;
– case s udies on he Re olu ion o Digni y and he Russia-Uk aine con lic ;
– analysis o poli ical discou se in li e a y ex s.
Week 11–12. P ac ical language skills:
– language labs ocusing on eading, w i ing, and speaking skills;

25
chap e 1. Designing English and Uk ainian language cou ses wi h AI ools: compa a i e app oach
CHAPTER 1
– p ac ical exe cises and eal-li e applica ions;
– pee e iew and eedback sessions.
Week 13. Re iew and assessmen p epa a ion:
– e iew o key concep s and cou se ma e ials;
– p ac ice exe cises and quizzes;
– p epa a ion o inal assessmen s.
Week 14. Final assessmen s:
– w i en examina ion co e ing cou se con en ;
– o al p esen a ions on selec ed opics;
– submission o a inal essay o p ojec .
Cou se ma e ials:
– ex book: selec ed wo ks o mode n Uk ainian li e a u e;
– supplemen a y eadings: a icles and exce p s om Uk ainian media;
– ilm exce p s and documen a ies;
– online esou ces: language exe cises, in e ac i e u o ials, and mul imedia con en .
Assessmen me hods:
– weekly quizzes and homewo k assignmen s (30%);
– mid e m exam on li e a y analysis and language skills (25%);
– o al p esen a ions and pa icipa ion in class discussions (20%);
– inal w i en exam and/o p ojec (25%).
Teaching me hodology:
– lec u es: heo e ical explana ions and con ex ual backg ound;
– semina s: g oup discussions and in-dep h analysis;
– language labs: p ac ical exe cises and language p ac ice;
– mul imedia p esen a ions: ilm sc eenings and media analysis.
G ading policy:
– A: 90–100%;
– B: 80–89%;
– C: 70–79%;
– D: 60–69%;
– F: below 60%.
Cou se policies:
– a endance: egula a endance and ac i e pa icipa ion in class ac i i ies a e expec ed;
– la e submissions: assignmen s submi ed a e he due da e will incu a penal y;
– academic in eg i y: plagia ism o chea ing will esul in disciplina y ac ion as pe uni e si y policies;
– accommoda ions: s uden s wi h disabili ies o special needs should con ac he ins uc o o
a ange app op ia e accommoda ions.
No e: his cou se ou line is a gene al amewo k and may be adap ed o mee he speci ic
needs and goals o he academic p og am and i s s uden s.
26
Educa ional policy and e o ms: he impac o globaliza ion
CHAPTER 1
D a E o ULT in addi ion o cou se i le, desc ip ion, and objec i es, p o ides a de ailed
week-by-week b eakdown o he cou se con en , which helps in be e planning and ensu es com-
p ehensi e co e age o he opics. This s uc u ed app oach acili a es a mo e o ganized lea ning
expe ience o philology s uden s and helps language ins uc o s manage he cou se imeline e -
ec i ely. I also includes a speci ic week dedica ed o e iew and assessmen p epa a ion which
ensu es ha s uden s ha e ample ime o consolida e hei lea ning, cla i y doub s, and p epa e o
he inal assessmen s. We ind i pa icula ly bene icial o i s -yea philology s uden s who migh
be new o uni e si y-le el examina ions. Ano he bene i o D a E design is wo weeks dedica ed
o p ac ical language skills wi h language labs, p ac ical exe cises, and pee e iew sessions. This
ocus on p ac ical applica ion ensu es ha philology s uden s can di ec ly apply wha hey ha e
lea ned, enhancing hei linguis ic p o iciency in a hands-on manne . Addi ionally, D a E explici ly
ou lines cou se policies, including a endance, la e submissions, academic in eg i y, and accom-
moda ions o s uden s wi h disabili ies. This anspa ency helps se clea expec a ions om he
beginning, ensu ing a ai and s uc u ed lea ning en i onmen .
Compa ing he ULT cou se designs, i should be no ed ha bo h ULT d a s co e simila op-
ics, including he his o ical de elopmen o he Uk ainian language, li e a y analysis, con empo a y
media, and he impac o poli ics on language. Howe e , D a E's weekly ou line p o ides a mo e
g anula app oach, ensu ing each opic is co e ed ho oughly wi hin a speci ic ime ame.
I should no be missed ha bo h d a s gene a ed by Copilo and Cha GPT employ a mix o
lec u es, semina s, g oup discussions, and mul imedia p esen a ions. They also include p ac ical
language labs, which a e emphasized clea ly and appea o be an in eg al pa o he cu iculum,
ensu ing ha philology s uden s ge ample p ac ice. Bo h d a s use a a ie y o assessmen
me hods, including w i en assignmen s, o al p esen a ions, and pa icipa ion in class discussions.
D a E, howe e , is mo e speci ic abou he pe cen age b eakdown o assessmen s and includes a
dedica ed e iew week, which is ad an ageous o s uden p epa a ion. Ul ima ely, D a E o ULT
includes de ailed cou se policies and a clea g ading policy, p o iding anspa ency and se ing clea
expec a ions o s uden s whe eas D a D o ULT men ions di e se assessmen me hods bu does
no elabo a e on policies o g ading c i e ia.
Ne e heless, bo h d a s by Copilo and Cha GPT a e designed o a ull academic yea ( wo
semes e s) and a e aimed a philology beginne s, ensu ing equal accessibili y o i s -yea s u-
den s wi h no p io exposu e o he Uk ainian language o li e a u e. Howe e , i is isible ha
D a E p o ides a mo e de ailed and s uc u ed cou se design, wi h clea weekly ou lines, dedi-
ca ed ime o assessmen p epa a ion, and a s ong emphasis on p ac ical language skills. These
ea u es make i a mo e s uden -cen e ed and well-o ganized cou se, likely o enhance he lea ning
expe ience o i s -yea philology s uden s. D a D o ULT, while comp ehensi e, lacks he de-
ailed s uc u e and speci ic p epa a ion componen s ha D a E o e s.
Compa ing he cou se designs o ELT and ULT om bo h Copilo and Cha GPT e eals dis inc
app oaches and s eng hs in hei amewo ks. Cha GPT's cou se designs a e o ganized on a week-
by-week basis, p o iding clea p og ession o philology s uden s. This de ailed s uc u e includes
27
chap e 1. Designing English and Uk ainian language cou ses wi h AI ools: compa a i e app oach
CHAPTER 1
p ac ical language labs, an emphasis on his o ical de elopmen , and hema ic modules co e ing
li e a u e, media, and poli ics; ano he s eng h lies in i s cla i y and s uc u ed p og ession, which
makes i easie o s uden s o ollow and unde s and he cou se con en . In con as , Copi-
lo 's cou se designs a e o ganized a ound hema ic modules wi hou a s ic week-by-week b eak-
down. The con en co e s essen ial language skills, li e a u e, media analysis, and cul u al hemes,
emphasizing c i ical analysis and he cul u al con ex o he language. The s eng h o he app oach
is encou agemen o s uden s o hink c i ically and unde s and he b oade cul u al and poli ical
dimensions o language. Addi ionally, he cou se designs by Copilo and Cha GPT balance language
p o iciency wi h cul u al unde s anding, emphasizing p ac ical applica ions and he socio-poli ical
con ex o language use.
The e o e, he main di e ence be ween he wo ools in designs lies in hei s uc u e and
ocus. Cha GPT's designs a e mo e s uc u ed wi h a clea week-by-week ou line, which p o ides a
s aigh o wa d p og ession o s uden s, which when combined wi h p ac ical exe cises, is pa ic-
ula ly bene icial o philology beginne s. On he o he hand, Copilo 's designs a e o ganized a ound
hema ic modules, allowing o lexibili y and deepe hema ic explo a ion. This app oach os e s
c i ical hinking and e lec ion [15] ha b ings a deepe unde s anding o cul u al and poli ical
con ex s, en iching he lea ning expe ience [38]. In he end, bo h Copilo and Cha GPT emphasize
a balance be ween language p o iciency and cul u al unde s anding.
1.4.3 Bene i s and Challenges o AI In eg a ion in ELT/ULT Cou se Design
Following he examples o possible applica ion upon in eg a ion o AI, pa icula ly h ough ools
like Cha GPT and Copilo , in o ELT/ULT and educa ion, i should be emphasized ha AI b ings o h a
mul i ude o bene i s and challenges in he cou se design. V. S y ydiuk e al. [52] easonably no e,
" he use o in o ma ion echnologies, componen s o which include lea ning pla o ms o applica-
ions, op imizes and imp o es bo h class oom and ex acu icula independen lea ning ac i i ies
o s uden s as a means o mas e ing w i en language independen ly". Among he bene i s, he
ollowing can be men ioned:
1) eady- o-go d a o an ELT/ULT cou se o be modi ied and amended by educa o s;
2) enhanced in e ac i i y inasmuch Cha GPT and Copilo os e in e ac i e lea ning expe iences,
allowing lea ne s o engage in eal- ime con e sa ions o ecei e immedia e coding suppo ,
ha os e s ac i e pa icipa ion and engagemen , making lea ning mo e dynamic and imme si e;
3) pe sonalized eedback as hese AI ools o e pe sonalized eedback ailo ed o indi idual
lea ne needs, add essing speci ic language o p o iciency a eas o imp o emen , and by p o iding
a ge ed guidance, hey acili a e mo e e ec i e skill de elopmen and lea ning p og ession;
4) eal- ime assis ance wi h which philology s uden s bene i om ins an access o language
p ac ice o p og amming suppo , enabling hem o o e come challenges and make p og ess in
hei lea ning jou ney wi hou delays, which will accele a e lea ning and boos con idence;
28
Educa ional policy and e o ms: he impac o globaliza ion
CHAPTER 1
5) au hen ic lea ning oppo uni ies, which a e enabled ia Cha GPT o Copilo and hei au hen-
ic language use h ough con e sa ional in e ac ions, by means o simula ing au hen ic con ex s,
p o iding lea ne s wi h p ac ical, hands-on expe ience ha enhances hei skills and p epa es hem
o eal-wo ld applica ions.
To he challenges we e e :
1) accu acy and eliabili y o he in o ma ion p o ided, which is pa amoun o educa ion and
educa o s; i means ha educa o s canno ely on he p o ided da a and should e i y he co ec -
ness o e e y hing sugges ed by AI ools in o de o p e en misin o ma ion o e o s ha could
impede lea ning p og ess;
2) language and cul u al nuances, as AI models may s uggle wi h unde s anding sub le lan-
guage nuances o cul u al con ex s, leading o misin e p e a ions o inapp op ia e esponses,
which may h ea en educa ional e hics, equi y, di e si y and he like p inciples in a mul icul u al
wo ld [6]; o mi iga e hese isks, educa o s should ocus on cul u al sensi i i y and linguis ic
accu acy o p o ide meaning ul lea ning expe iences;
3) echnical limi a ions, which means ha Cha GPT and Copilo may ace echnical cons ain s
o compa ibili y issues wi h ce ain pla o ms o de ices, and on he o he hand, digi al li e acy wi h
educa o s – hei age, eaching expe ience, digi al compe ence, con inuous lea ning skills, e c. may
ha dly be o e es ima ed;
4) e hical conside a ions, which a e p e equisi e o add ess e hical conce ns su ounding al-
go i hmic bias, and he e hical use o AI in educa ional se ings [18], o which educa o s mus
adhe e o e hical guidelines and policies o sa egua d lea ne p i acy and ensu e ai and equi able
lea ning expe iences.
To conclude, while AI in eg a ion in ELT/ULT cou se design o e s nume ous bene i s, including
eady- o-go cou se designs, enhanced in e ac i i y, pe sonalized eedback, eal- ime assis ance,
and au hen ic lea ning oppo uni ies, educa o s mus also na iga e challenges ela ed o accu acy,
cul u al sensi i i y, echnical limi a ions, and e hical conside a ions o ha ness he ull po en ial o
AI in language educa ion.
Among he ad an ages o Cha GPT and Copilo , he abo e a e jus a ew possible scena ios
how hese AI-powe ed ools may apply o ELT/ULT. Fo example, in a beginne -le el English/Uk ainian
cou se, educa o s may also inco po a e Cha GPT o p o ide language p ac ice ac i i ies. S uden s
can engage in simula ed con e sa ions wi h Cha GPT, p ac icing common g ee ings, in oduc ions,
and e e yday dialogues. Respec i ely, Cha GPT gene a es con ex ually ele an esponses, o e ing
immedia e eedback and sca olding language p ac ice in a suppo i e en i onmen . Tha means
lea ne s will bene i om in e ac i e language p ac ice sessions ha enhance luency and con i-
dence in speaking. Nex , in an ad anced w i ing cou se, educa o s may in eg a e Cha GPT in o day-
o-day pe o mance o p o ide eedback on s uden essays. A e submi ing hei essays, s uden s
ecei e au oma ed eedback om Cha GPT, highligh ing g amma ical e o s, sugges ing e isions,
and p o iding w i ing ips. Cha GPT assis s lea ne s in sel -edi ing and e ising hei wo k, imp o -
ing w i ing accu acy and cohe ence. Educa o s may build on and ake i o g oup discussion and
35
CHAPTER 2
CHAPTER 2
Abs ac
This chap e explo es he essence, con en , and e ec i eness o digi al pedagogy in he con-
ex o open educa ion. I analyzes he s a e o implemen a ion o digi al pedagogy in global and
Uk ainian educa ion and science, and examines i s de elopmen unde condi ions o digi aliza ion
and dis ance lea ning h ough sociological su ey da a. The indings con i m he unique ole o digi al
pedagogy in o mal, non- o mal, and in o mal educa ion, highligh ing i s e ec i eness in educa ional
and scien i ic ac i i y. Digi al pedagogy is de ined as a new ield o pedagogical science aimed a
using online and hyb id lea ning en i onmen s o imp o e indi idualized lea ning, c ea e me hod-
ologies ha in eg a e digi al ools, and enhance cogni i e ac i i y. The chap e also in es iga es
how digi al pedagogy o e comes he limi a ions o adi ional app oaches – such as ixed cu icula,
limi ed class oom hou s, and es ic ed communica ion – by enabling any ime-anywhe e lea ning
wi h di e se digi al me hods. A me hodological oolki o applying digi al pedagogy in p eschool,
p ima y, and adolescen educa ion is p oposed.
KEYWORDS
Digi al pedagogy, open educa ion, digi al echnologies, educa ional p ocess, educa ional ins i-
u ion, lea ne s.
2.1 Re ospec i e analysis o he in oduc ion o digi al pedagogy in o global
and Uk ainian educa ion and science
In 2006, he EU iden i ied digi al compe ence as key o li elong lea ning. Thus, he digi aliza ion
o educa ion is becoming an impe a i e o e o ming he educa ion sec o , a dominan and p ima y
ask o he e ec i e de elopmen o he in o ma ion socie y. Acco ding o he annual global s udy
o he s a e o he digi al indus y Digi al 2022 Global O e iew Repo , 62.5% o he wo ld's
popula ion uses he In e ne , and he numbe o use s in 2021 inc eased by 192 million (4%)
Digi al Pedagogy o Open Educa ion: Essence, Con en ,
and E ec i eness
DOI: 10.15587/978-617-8360-20-7.CH2
S i lana Tolochko, Liubo Kanishe ska, Oksana Vasiuk,
S i lana Vyho ska, Vik o iya P ylypko, Anzhelika Lesyk
© The Au ho (s) o chap e , 2025. This is an Open Access chap e dis ibu ed unde he e ms o he CC BY license

36
CHAPTER 2
Educa ional policy and e o ms: he impac o globaliza ion
and amoun ed o 4.95 billion people. Wi h he in oduc ion o 5G echnology and he COVID-19
pandemic wo ldwide, he In e ne is cu en ly a i s peak o g ow h. The digi al ans o ma ion o
educa ion (digi aliza ion o educa ion) is a c ucial aspec o he digi aliza ion o socie y, which poses
new, inno a i e challenges o he educa ion and science sys em [1].
Digi aliza ion o educa ion is a mode n s age o i s in o ma iza ion, and in ol es he sa u a ion
o he in o ma ion and educa ional en i onmen wi h means, elec onic and digi al de ices, sys-
ems; he es ablishmen o elec onic and communica ion exchange be ween hem, which ac ually
enables he in eg a ed in e ac ion o he physical and i ual, he e o e c ea ing a cybe -physical
educa ional space. Digi aliza ion o educa ion has wo sides: he i s is he o ma ion o a digi al
educa ional en i onmen as a se o online cou ses, digi al lea ning ools, elec onic educa ional
con en , digi al se ices and esou ces; he second is a deep mode niza ion o he educa ional
p ocess, which should ensu e he p epa a ion o a pe son o li e in a digi al socie y and p o essional
ac i i y in a digi al economy [2].
The UNESCO epo [3] iden i ies a eas o ac i i y o highe educa ion ins i u ions ha equi e
he use o digi al echnologies o imp o e. Among hem:
– adminis a i e ac i i ies, in pa icula , managemen o a highe educa ion ins i u ion;
– he educa ional p ocess in e ms o eache s p o iding s uden s wi h educa ional ma e ials
h ough a i ual lea ning en i onmen , as well as a lea ning managemen sys em VLE/LMS;
– imp o ing he e iciency o scien i ic ac i i y h ough open access esea ch eposi o ies,
which is a means o dissemina ing scien i ic achie emen s o scien is s o a highe educa ion ins i-
u ion in he open in o ma ion space and a ool o epo ing on esea ch in he ins i u ional and
na ional in o ma ion space (in he UK, he Resea ch Excellence F amewo k);
– inc easing he le el o de elopmen o academic digi al skills and digi al li e acy o educa ion
seeke s, eache s, adminis a o s, which is necessa y o e ec i e educa ional and p o essional
ac i i y in he condi ions o a digi al socie y, namely o he c ea ion o online cou ses by eache s,
e ec i e educa ional coope a ion in online, blended and adi ional lea ning o ma s [4];
– expansion ( empo al, spa ial, con en ) o he open educa ional space o educa ional e-
sou ces, he possibili y o educa ional ac i i y in 24/7 mode; ensu ing accessibili y o high-quali y
educa ional con en wi hin open educa ional spaces, in pa icula MOOCs;
– de elopmen o an open space o me hodological ma e ials ega ding achie emen s in he
ield o digi al educa ion, i.e. educa ional and me hodological eposi o ies, p ima ily a in e uni e -
si y ones, he use o which allows eache s o imp o e he design and con en o online educa ional
ma e ials, exchange de elopmen s and expe ience, in pa icula wi hin social ne wo ks (Facebook,
Twi e , e c.), o si es ( o example, Cloudwo ks);
– coope a ion o scien is s, eache s and s uden s wi hin he amewo k o join scien i ic
p ojec s, implemen ed on an ins i u ional and in e -ins i u ional basis, in pa icula in he aspec o
coope a ion in na ional and in e na ional uni e si y esea ch ne wo ks;
– conduc ing aining sessions wi hin he amewo k o online and blended o ma s, which p o-
ides o he possibili y o synch onous and asynch onous communica ion, g oup ideo con e ences;
37
chap e 2. Digi al Pedagogy o Open Educa ion: Essence, Con en , and E ec i eness
CHAPTER 2
– p esen ing he ac i i ies o he uni e si y o he ex e nal and in e nal en i onmen using he
In e ne si e, which is a ool o implemen ing he policy o a highe educa ion ins i u ion in he
ield o in o ma ion suppo o educa ional and scien i ic ac i i ies, popula iza ion o educa ional
achie emen s o s uden s and eache s, ma ke ing, ec ui ing, und aising, e c. [5].
In addi ion o he de elopmen o imme si e lea ning echnologies using augmen ed and i ual
eali y, oice in e aces, au oma ion o educa ional p ocesses ( obo iza ion o communica ion), ma-
chine analysis o use ac ions, es ing and lea ning esul s (using a i icial in elligence), ce i ica ion
using blockchain echnologies, ends in educa ion de elopmen include gami ica ion and inclusion
echnologies, use iden i ica ion and pe sonaliza ion o he educa ional p ocess, mic olea ning,
socializa ion o educa ional p og ams, including he exchange o use expe ience, he associa ion o
educa ion seeke s by in e es s and p o essional compe encies, a eam app oach o wo k and lea n-
ing in common in o ma ion bases. I is also impo an o ack dominan changes and endencies in
digi al educa ional ends ha a ec he p ocesses o digi aliza ion and he de elopmen o edu-
ca ion in he 21s cen u y. This is p ima ily he implemen a ion o he p inciples o open educa ion,
ensu ing access o quali y educa ion o each applican , imp o ing dis ance lea ning, implemen ing
he idea o he In e ne o Things, obo ics, a i icial in elligence, de eloping he la es online ools
and scien i ic and me hodological suppo , implemen ing educa ional digi al needs in close coope a-
ion wi h so wa e de elope s [6].
In highe educa ion, he e a o digi al echnologies begins in he 1980s, when mul imedia ech-
nologies we e i s in oduced in o he educa ional p ocess, which in ol ed he use o a compu e
as a ca ie o in o ma ion ha can be p o ided o consume s using ideo, audio, anima ion, e c.
Wi h he eme gence o web esou ces in he ea ly 1990s, a quali a i ely new s age o he applica-
ion o digi al echnologies in all aspec s o he ac i i ies o highe educa ion ins i u ions begins, in
pa icula he dis ibu ion o so wa e applica ions o educa ional needs.
So, his pe iod includes he use o he i s gene a ion o digi al echnologies in highe edu-
ca ion: compu e ized eaching and he use o websi es. In uni e si ies in de eloped coun ies o
he wo ld, since he 1990s o he 20 h cen u y, web pages o eache s we e c ea ed, mainly no
ela ed o he websi e o he highe educa ion ins i u ion, whe e con ac in o ma ion, cou se
ma e ials, o ums o discussions o links o news si es in a ce ain ield we e pos ed. Lea ning
Managemen Sys ems (LMS) a e ac i ely de eloping. The mos popula among hem a e Moo-
dle, Desi e2Lea n, Blackboa d, Ins uc u e, Sakai, which ha e become he o ganiza ional basis o
s anda dizing educa ional and scien i ic ac i i ies o highe educa ion ins i u ions a ound he wo ld,
de eloping a quali y cul u e a he uni e si y, c ea ing condi ions o ac i e in e ac ion be ween
s uden s and eache s, and lea ning in ac i e in e ac ion o all pa icipan s in he educa ional
p ocess online and o line. O he digi al echnologies o he la e 20 h cen u y a e educa ional acil-
i ies, educa ional design, mobile de ices, gaming echnologies, which ha e become an in eg al pa
o uni e si y li e, he echnological basis o i s success ul unc ioning.
G adually, echnologies a e being in oduced in o highe educa ion, which we e in ended o make
i publicly accessible, and he in o ma ion space open: since 2001, he pe iod o open educa ional
38
CHAPTER 2
Educa ional policy and e o ms: he impac o globaliza ion
esou ces, i ual wo lds, social media, sma de ices, elec onic books begins, which con ibu ed
o he in e ac i i y o he educa ional p ocess in addi ion o he democ a iza ion o highe educa ion.
So, in he la e 1990s, second-gene a ion echnologies appea - lea ning managemen sys-
ems and i ual lea ning en i onmen s (VLE/LMS), which we e mainly p oduced by WebCT and
Blackboa d. These echnologies allowed o expand he educa ional o e s o a highe educa ion
ins i u ion, we e loca ed on i s base and con olled by i . Thus, LMS se ed o place s anda dized
and sys ema ized educa ional con en , o ganize he educa ional ac i i y o s uden s and, mainly,
limi ed in e ac ion be ween pa icipan s in he educa ional p ocess. A his ime, he i s blogs,
wikis and o he mo e complex social digi al echnologies appea ed. In he 2000s, opensou ce LMS
appea ed, in pa icula Moodle and Sakai, la e Desi e2Lea n and Ins uc u e (cloud-based LMS).
Du ing he 1990s and ea ly 2000s, he de elopmen o social media a ac ed conside able
in e es om he academic communi y, as such echnologies enabled lea ne s o con ol aspec s
o he educa ional p ocess ha we e p e iously con olled only by he highe educa ion ins i u ion.
Since 2004, he concep o Web 2.0 has been gaining popula i y, so eache s in he educa ional
p ocess ac i ely use wikis, blogs, RSS, and social bookma king as echnologies ha allow o ac i e
coope a ion be ween subjec s o educa ional ac i i y. The wide a ie y o second-gene a ion digi al
echnologies has led o g ea e oppo uni ies o educa ional in e ac ion wi h lea ne s, loca ed in
di e en coun ies o he wo ld. The ac o ha hinde ed he sp ead o such echnologies was he
insu icien le el o digi al compe encies o mos eache s and lea ne s. In addi ion, a small numbe
o eache s o highe educa ion ins i u ions possessed he app op ia e echnologies.
Cu en ly, he mos popula lea ning suppo sys em o dis ance educa ion is he LMS Moo-
dle. In pa icula , s udies, conduc ed by Spanish scien is s, show ha o all web-based lea ning
suppo sys ems, Moodle is he mos widely used (45%), while he Moodle sys em is gaining
ecogni ion no only in adi ional educa ional en i onmen s, bu also in he ad iso y sys em. Thus,
he Ame ican Ex ension sys em, in i s educa ional pa and he o ganiza ion o local, egional ad i-
so y communi ies, is echnologically based on Moodle. This lea ning en i onmen was de eloped by
Aus alian specialis s and p o ided o use unde an open license. Acco ding o moodle.o g, his sys-
em is used in 229 coun ies in 115 languages. This sys em has g ea capabili ies o o ming and
p esen ing educa ional ma e ial (includes a buil -in isual ex edi o , allows you o en e o mulas
in TeX o Algeb a o ma , c ea e glossa ies), es ing knowledge and moni o ing p og ess (c ea ing
a da abase o es ques ions, s a is ical p ocessing o es esul s, sel -analysis o es esul s),
communica ion be ween s uden s and eache s (e-mail, ile exchange, o um, cha ), and o ganizing
g oup wo k ( o um, cha , wiki). The sys em in e ace is qui e easy o use. This dis inguishes he
Moodle lea ning en i onmen om o he simila sys ems [7].
The 2010s we e a pe iod o he eme gence o massi e open online cou ses (MOOCs) and
lea ning analy ics, which undamen ally and adically change he philosophy o mode n educa ion and
he me hods o o ganizing he educa ional p ocess. These a e hi d-gene a ion echnologies. The
ask o he i s MOOCs was o uni e he me hods o educa ional in e ac ion, sca e ed by a ious
digi al means. This app oach allowed s uden s o choose and con ol he means o lea ning acco d-
39
chap e 2. Digi al Pedagogy o Open Educa ion: Essence, Con en , and E ec i eness
CHAPTER 2
ing o hei p e e ences and educa ional in e es s. A he same ime, hese echnologies allow he
eache o con ol he p ocess o educa ional in e ac ion wi h and be ween s uden s. Also, a his
s age o u he de elopmen , LMS echnologies gained mo e and mo e oppo uni ies, p o ided by
social pla o ms and media. An inno a ion was he use o blogs and wiki echnologies in a limi ed
ins i u ional en i onmen (walled ga den) wi hin he amewo k o a co po a e (ins i u ional) LMS,
which is a mani es a ion o he de elopmen o a pa icipa o y educa ional model. Resea che s call
he impossibili y o communica ion o educa ion seeke s wi h o eign pa ne s who a e ou side he
ins i u ional LMS he disad an age o his inno a ion. The new gene a ion o pla o ms includes
edX/Open, edX and Cou se a, which a e cons an ly being imp o ed.
In addi ion o social media echnologies and MOOCs, he hi d gene a ion o digi al echnolo-
gies includes E-po olios, which a e combined, mainly, wi h he use o me hods o p io lea ning
assessmen and ecogni ion. Cu en ly, he e a e a signi ican numbe o inno a i e p oposals, bo h
non-comme cial (Maha a) and comme cial (PebblePad o D2L).
Thus, he i s h ee gene a ions o digi al echnologies in highe educa ion in ol e a wide
ange o a ious echnologies o bo h mono unc ional (Maha a) and mul i unc ional (B igh -Space,
Can as, Blackboa d), as well as p oduc s o social media echnologies (Facebook, Elgg) [5].
The beginning o he 2020s became a pe iod o gene al o ced adical digi aliza ion o highe ed-
uca ion ac i i ies, which was associa ed wi h qua an ine es ic ions and knockdowns o all le els,
caused by he COVID-19 pandemic. This pe iod is cha ac e ized by suddenness, insu icien eadi-
ness o educa ional en i ies o o ced o ms o ac i i y, de e mined by he uni e si y's mission.
Fou h-gene a ion digi al echnologies a e aimed a implemen ing models o pe sonalized, adap-
i e, sel - egula ing (o ien ed o he needs o educa ion seeke s) lea ning. They a e ocused on he
o ma ion o p o essional compe encies ele an on he labo ma ke . The e is a wide comme cial
o e o echnologies, such as: Knew on, Sma Spa ow, OLI (based on a join p ojec o S an o d
and CMU uni e si ies), LoudCloud, e c. The choice o inno a i e echnological p oduc s is in a o
o la ge co po a ions on he in e na ional ma ke . They de e mine he ends in he de elopmen o
echnologies o he educa ional p ocess o highe educa ion and educa ion in gene al [5].
Now educa o s ha e access o a a ie y o mode n digi al echnologies, in pa icula o com-
munica ion, such as: GoogleMee s, Skype, Zoom, e c. Teache s can collabo a e wi h educa ion
seeke s ega dless o he loca ion o subsc ibe s.
Highe educa ion ins i u ions ealize ha digi aliza ion will o e a numbe o ad an ages and
new s a egies (app oaches) o he educa ion o s uden s. Thus, he in ensi e de elopmen o
echnologies, such as augmen ed eali y, i ual eali y, a i icial in elligence, obo ics, media edu-
ca ion, blockchain, cloud-based en i onmen s, gami ica ion, STEM/STEAM educa ion has a powe ul
impac on he de elopmen o digi al educa ional con en [8].
One o he mos signi ican posi i e ea u es o he digi aliza ion o educa ion is he expansion
o he esea ch and educa ional space, he possibili y o di e si ying me hods and o ms o lea ning
ha a e aimed a he needs o educa ion seeke s and ake in o accoun he equi emen s and
demands o he labo ma ke .
40
CHAPTER 2
Educa ional policy and e o ms: he impac o globaliza ion
Wi h he digi al ans o ma ion o he educa ion sys em, he e a e a su icien numbe o
p edic ions ega ding i s esul s:
– ull and high-quali y pe sonaliza ion o he educa ional p ocess;
– suppo o sus ainable lea ning mo i a ion o educa ion seeke s a all s ages o he educa-
ional p ocess;
– ensu ing p omp eedback o each educa ion seeke , objec i e and apid assessmen o
lea ning ou comes du ing he pe o mance o an educa ional ask;
– ensu ing he p ojec aspec o educa ional ac i i ies, he deepes possible in eg a ion o
p ac ical and heo e ical aining;
– signi ican ly educing he pe iods o de elopmen , deploymen , and mas e ing o educa ional
p og ams;
– inc easing in o ma ion anspa ency and openness o he educa ion sys em [6].
The pedagogical e ec i eness o he digi al app oach is de e mined by a wide ange o mac o-,
meso-, and mic o-le el ac o s [5]:
1) mac o le el (na ional and global dimensions): he p esence o in e na ional ag eemen s,
suppo by he digi al communi y o in e na ional In e ne s anda ds; na ional and in e na ional
suppo o he de elopmen o open educa ional esou ces; pooling he esou ces o pa ne uni-
e si ies, coo dina ing hei ac ions o achie e common goals, in pa icula , p o iding mo e acces-
sible, cheape and highe -quali y educa ion on a global scale (online pla o ms Cou se a ( he bes
s a up o 2012), MIT OpenCou seWa e (a p ojec o he Massachuse s Ins i u e o Technology
o publishing ma e ials o all cou ses in open access), Edx (a ee online pla o m o massi e open
cou ses, ounded by he Massachuse s Ins i u e o Technology and Ha a d Uni e si y in 2012),
Udemy (online cou ses), OpenLea n (an educa ional websi e, he con ibu ion o he Open Uni e -
si y o G ea B i ain o he open educa ional esou ces p ojec and a place o ee open lea ning
om he Open Uni e si y), e c.);
2) meso-le el (ins i u ional dimension), which de e mine he pedagogical e ec i eness o he
digi al app oach o he educa ional p ocess: a clea s a egy and ac i e policy o he uni e si y on
he in oduc ion o digi al inno a ions in o he educa ional p ocess; echnological and inancial sup-
po o he implemen a ion o digi al s a egies o he highe educa ion ins i u ion; de eloped ech-
nological in as uc u e, namely he lea ning managemen sys em, which all subjec s o educa ional
ac i i y a e connec ed o; suppo o eaching s a in mas e ing and applying digi al inno a ions
in he educa ional p ocess; de eloped and e ec i e digi al leade ship, aimed a coo dina ing he
e o s o all membe s o he academic communi y in acqui ing and con inuously de eloping digi al
compe encies, o ming a digi al cul u e in he highe educa ion ins i u ion; use o open educa ional
spaces, class ooms o eamwo k, mul imedia spaces ha p o ide emo e communica ion;
3) mic o-le el ac o s de e mine he e ec i eness o he digi al app oach. The e a e se e al
g oups ela ed o:
– s uden : in e nal lea ning mo i a ion; a i ude o e ec i e employmen ; esponsibili y o
one's own lea ning ou comes; high le el o digi al li e acy; skills o in e ac ion wi h he lea ning

41
chap e 2. Digi al Pedagogy o Open Educa ion: Essence, Con en , and E ec i eness
CHAPTER 2
in e ace and o he lea ne s wi hin he academic g oup, wi h eache s; ac i e posi ion as a s ake-
holde in he educa ional p ocess, which includes pa icipa ion in he de elopmen o one's own
educa ional con en ;
– eache : posi i e a i ude owa ds digi al inno a ions; signi ican changes in p o essional
esponsibili ies ( om in o ma ion p o ide o g oup in e ac ion coo dina o , acili a o , men o ,
coach, eam membe ); high le el o digi al li e acy; con inuous imp o emen o eaching me hods
and moni o ing o lea ne s' educa ional ou comes, eam wo k skills and sha ed esponsibili y wi h
colleagues and s uden s o lea ning ou comes; skills o g oup and indi idual p o essional e lec ion;
skills o imely de elopmen al and no ma i e digi al con ol o educa ional ou comes;
– cu iculum: in e ac i e con en ; cons an ly upda ed s uden -cen e ed design o educa ional
cou ses; p ac ice-o ien ed asks o independen wo k o highe educa ion s uden s, e c.;
– lea ning echnologies: he exis ence o a lea ning managemen sys em, which p o ides a
su icien se o oppo uni ies o p esen ing educa ional se ices in digi al o ma ; he abili y o
connec mode n mobile gadge s o he educa ional pla o m 24/7;
– lea ning me hods: o ganizing coope a ion be ween highe educa ion seeke s wi hin s uc-
u ed online discussions; c ea ing mu ual lea ning g oups; using pe sonalized and coope a i e lea n-
ing me hods; in ol ing s uden s in compiling educa ional con en ;
– o ganiza ion o he educa ional p ocess: indi idual educa ional ajec o y o a highe educa-
ion seeke ; aking in o accoun p e ious lea ning ou comes o s uden s, ob ained wi hin al e na i e
(non- o mal, in o mal) educa ional models, in pa icula MOOCs; c ea ing s uden - eache educa-
ional and scien i ic online communi ies; lexible indi idual schedules o comple ing asks; cons an
moni o ing o he s uden s' success by he eache , p o iding eedback no only a each con ol
s age o aining, bu also as needed by he s uden ;
– moni o ing o educa ional achie emen s: a compe ence-based app oach o assessing he
educa ional achie emen s o s uden s; cons an sel -assessmen and sel -moni o ing by s uden s
o he esul s o hei own ac i i ies; e alua ion o he p ocess and esul s o eache s' aining;
in oduc ion o mic oc edi s, which p o ide o he assessmen o indi idual p ocedu al aspec s and
esul s o educa ional wo k and ob aining digi al badges.
In he digi al educa ional space, he isks o digi aliza ion o he educa ional p ocess canno be
igno ed. Among he p oblems o highe educa ion, he ollowing a e dis inguished [9]:
– loss o basic cogni i e skills (coun ing, eading, w i ing), dec ease in he quali y o educa ion;
– "public" model o a eache -lec u e , a he high equi emen s o his/he psychological qual-
i ies, inc ease in he numbe o con lic s;
– dec ease in pe sonal con ac s, "d ainage" o alen ed you h and eache s ab oad, dec ease
in he le el o aining, p oblems o quali y con ol o educa ion;
– change in equi emen s o he con en o educa ion and means o educa ion;
– change in equi emen s o he quali ica ion o specialis s, dec ease in he need o an "in-
ellec ual" specialis and "a ac ion" o he echnological image o a p o essional, educ ion in he
con ingen o highe educa ion;
42
CHAPTER 2
Educa ional policy and e o ms: he impac o globaliza ion
– mo emen owa ds "educa ional se ices", depa u e om undamen alism, change/ edis i-
bu ion o powe s o he adminis a ion o highe educa ion ins i u ions and eache s, dec ease in
he quali y o educa ion.
A signi ican disad an age o online educa ion is i s ocus on mee ing sho - e m o , a bes ,
medium- e m asks. A specialis who has mas e ed a limi ed amoun o knowledge and has no
ecei ed basic undamen al aining can only coun on in ellec ual "supe s uc u es", he s abili y o
which is illuso y [9]. No only digi aliza ion is ac i ely de eloping in educa ional ins i u ions, bu digi-
al educa ional ins i u ions a e also being c ea ed. A digi al uni e si y is an ins i u ion o highe edu-
ca ion ha ac i ely implemen s in o ma ion and digi al echnologies and o ms he compe ences o
pa icipan s in he educa ional p ocess, has an inno a i e s uc u e ha is able o p o ide mode n
app oaches in managemen , scien i ic, educa ional and me hodological ac i i ies [10]. Digi aliza ion
o educa ional ac i i ies con ibu es o he u he de elopmen o dis ance lea ning.
Back in 1969, he wo ld's i s Open Uni e si y was o ganized in G ea B i ain, which is an
ins i u ion o highe educa ion o non- adi ional lea ning and is now known h oughou he wo ld.
The opening o he uni e si y is associa ed wi h he imp ession, ecei ed by B i ish P ime Minis e
G. Wilson du ing a isi o he USSR om he sys em o So ie co espondence educa ion. The
B i ain Open Uni e si y is an independen educa ional ins i u ion ha c ea es oppo uni ies o
wo king adul s o ob ain o con inue hei educa ion.
The uni e si y o e s he ollowing ypes o educa ion: bachelo 's deg ee, pos g adua e, ex-
ended. The educa ional p ocess a he uni e si y is buil on he widesp ead use o digi al echnolo-
gies. Highe educa ion applican s ha e he oppo uni y o ecei e consul a ions in almos 400 cen-
e s, loca ed in many ci ies o he coun y and he wo ld. The uni e si y has abou 250 housand
s uden s. Since i s ounding, mo e han h ee million s uden s ha e s udied unde he p og ams o
he Open Uni e si y. Unde g adua e s uden s a he B i ain Open Uni e si y can choose om o e
160 cou ses, augh by educa o s om he ollowing acul ies and schools:
1. Facul y o A s.
2. Open Uni e si y Business School.
3. Facul y o Educa ion and Language S udies.
4. Facul y o Heal h and Social Ca e.
5. Facul y o Law.
6. Facul y o Ma hema ics, Compu ing and Technology.
7. Facul y o Na u al Sciences.
8. Facul y o Social Sciences.
9. Ins i u e o Educa ional Technology.
10. Ins i u e o Media S udies.
The uni e si y is go e ned by h ee s a u o y bodies: he Council, he Sena e and he Gen-
e al Assembly. The Open Uni e si y, headqua e ed in Buckinghamshi e, has o ices in hi een
egions o he UK, and ou side he EU ope a es h ough a ne wo k o educa ional pa ne s who
p o ide he educa ional p ocess unde he Open Uni e si y p og ams in mo e han 50 coun ies.
43
chap e 2. Digi al Pedagogy o Open Educa ion: Essence, Con en , and E ec i eness
CHAPTER 2
Thanks o he dis ance lea ning me hods used, aining unde he Open Uni e si y p og am has
become a ailable o s uden s in Eu ope and Asia (Canada, Aus ia, Spain, Pakis an, Holland, Tu key,
India, Is ael, e c.).
The ea u es o he o ganiza ion o he educa ional p ocess o dis ance lea ning o he B i ain
Open Uni e si y a e:
– absence o en ance equi emen s;
– modula s uc u e o building educa ional cou ses;
– possibili y o choosing educa ional asks, hei a angemen ;
– lea ning o one undamen al science, on he knowledge o which special aining is based, by
s uden s du ing he i s yea o s udy;
– indi idualized eaching me hods;
– choice o he pace o s udying cou ses by he s uden in acco dance wi h his/he abili ies
and possibili ies;
– con inua ion o educa ion om 4 o 8 yea s;
– a achmen o each s uden o a u o who di ec s lea ning and consul s in case o p oblems.
In Oc obe 2006, he Open Uni e si y joined he o ganiza ion "Open Educa ional Resou ces
Mo emen " and launched he "Open Lea n" p ojec . A la ge numbe o cu en and pas ma e ials
o dis ance lea ning a e published o ee access, including ile e sions o eache s wi h he
abili y o edi , as well as ee so wa e ools o lea ning [11].
Also known in he ield o dis ance educa ion in Eu ope a e he Uni e si y o Dis ance Educa ion
and he Cen e o Open Lea ning (Spain), he Open Uni e si y o he Ne he lands, e c., in Ge -
many – he Co espondence Uni e si y o Hagen (No h Rhine-Wes phalia), which p o ides se ices
o mo e han 50 housand s uden s pe yea . The dis ibu ion o educa ional ma e ials is ca ied
ou using mode n means o communica ion. The ans e o knowledge om he educa ional ins i-
u ion o s uden s and he con ol o hei wo k a e ca ied ou using ideo con e ences o access
o he uni e si y lib a y online, which a e cons an ly esea ched, e alua ed and imp o ed. Howe e ,
no mo e han 20% o he con ingen ecei es a highe educa ion diploma, since he quali ica ion
equi emen s a he uni e si y a e qui e high [12].
The Indi a Gandhi Na ional Open Uni e si y was es ablished in 1985 by a decision o he Pa -
liamen o India. I s ne wo k includes 21 schools, 67 egional cen e s, 2,667 aining cen e s, and
29 o eign pa ne cen e s. The uni e si y aims o p o ide educa ional se ices o a wide ange
o people (women, he disabled, he poo , Indian ci izens li ing ab oad) and uses case echnologies,
indi idual consul a ions wi h eache s, sa elli e communica ions. Cu en ly, abou 1/5 o he s u-
den s s udy a he uni e si y ha is 20% o all s uden s in India. They can choose om 226 p o-
g ams o e ed, including cou ses a he ce i ica e, diploma and deg ee le els.
The Na ional Uni e si y o Technology was ounded in Colo ado in 1984 as a non-p o i co po a-
ion. The academic p og ams, o e ed a he uni e si y, a e app o ed by mo e han 40 uni e si ies.
The educa ional ins i u ion uses mode n digi al echnologies o eaching and educa ional manage-
men in i s educa ional ac i i ies.
44
CHAPTER 2
Educa ional policy and e o ms: he impac o globaliza ion
The Open Uni e si y o Is ael is he coun y's main highe educa ion ins i u ion in he ield o
dis ance lea ning. Abou 30 colleges in Is ael ac i ely coope a e wi h i , p o iding s uden s wi h
aining in he cou ses o he Open Uni e si y o Is ael. The aining in ol es weekly g oup mee ings
o college eache s wi h a uni e si y ins uc o , which allows a ac ing a la ge numbe o s uden s
who ob ain highe educa ion wo king and in ensi ely s udying. In 1996, he Council o Highe Edu-
ca ion g an ed he uni e si y he igh o awa d a mas e 's deg ee in compu a ional ma hema ics
and enginee ing.
The Ken ucky S a e Uni e si y in he Uni ed S a es o e s dis ance lea ning p og ams a
he unde g adua e and ce i ica e le els in English and compu e echnology, biology, psychology,
humani ies, o ice sys ems, ma hema ics, economics and his o y, 12 p og ams and mo e han
60 dis ance lea ning cou ses o p o essional aining o s uden s wi hou ob aining scien i ic de-
g ees, o example, in i e igh e aining, in o ma ion echnology, a el and ou ism aining, as
well as cou ses in knowledge managemen , heal h ca e. The uni e si y coope a es wi h p i a e
and public ins i u ions and agencies on aining o hei employees wi hou g an ing bachelo 's o
mas e 's deg ees. Fo example, coope a ion is o ganized wi h he Vi ual Uni e si y o Mexico,
which is acc edi ed in he Uni ed S a es by he Sou he n Associa ion o Colleges and Seconda y
Schools (SACS) [13].
A ea u e o mode n dis ance lea ning in o eign coun ies is he signi ican in luence o uni e -
si ies on i s de elopmen . An example o his is a join p ojec o he Massachuse s Ins i u e o
Technology and Ha a d Uni e si y, which c ea ed hei own dis ance lea ning pla o m and began
o place dis ance cou ses on i in 2012.
Uk ainian educa ional ins i u ions ha use dis ance lea ning echnologies a e s a e, non-s a e
and co po a e ones. They p omo e domes ic and o eign educa ional se ices o he Uk ainian ma -
ke . In 2000, he Uk ainian Ins i u e o In o ma ion Technologies was c ea ed on he basis o he
Na ional Technical Uni e si y o Uk aine "Kyi Poly echnic Ins i u e" in o de o coo dina e he wo k,
ca ied ou wi hin Uk aine o c ea e a na ional sys em o dis ance educa ion, g adually in oduce i s
elemen s, and p omo e i s o ganic en y in o he wo ld space.
In 2000 The Minis y o Educa ion and Science o Uk aine app o ed he "Concep o Dis ance
Educa ion De elopmen in Uk aine", which p o ided o he c ea ion o an educa ion sys em ha
ensu es he expansion o he ci cle o consume s o educa ional se ices, he implemen a ion o a
sys em o con inuous educa ion " h oughou li e" and he indi idualiza ion o lea ning in he con ex
o mass educa ion. A Lis o dis ance lea ning cen e s, ecommended by he Minis y o Educa ion
and Science, You h and Spo s o Uk aine, was published [14].
The Dis ance Lea ning Cen e o he Na ional Academy o Public Adminis a ion unde he
P esiden o Uk aine was es ablished in 2001 wi h in e na ional echnical assis ance and inancial
suppo om he Canadian In e na ional De elopmen Agency and he Wo ld Bank wi hin he ame-
wo k o he Wo ld Bank p ojec "Uk ainian Cen e o Global Dis ance Lea ning". The cen e is pa
o he Wo ld Bank's global de elopmen educa ional ne wo k, which uni es mo e han 50 simila
cen e s in Eu ope, Ame ica, Asia and A ica.
51
chap e 2. Digi al Pedagogy o Open Educa ion: Essence, Con en , and E ec i eness
CHAPTER 2
The app oach o choosing an online lea ning s a egy depends on he age cha ac e is ics o
Uk ainians. The esul s o ocus g oup discussions indica e a a ie y o app oaches o di e en age
g oups o online sel -educa ion and he choice o pla o ms o aise awa eness on ce ain opics.
Teenage s p e e o use educa ional con en on a speci ic eques , in pa icula h ough messen-
ge s, YouTube and sho ideos on social ne wo ks. Young people use YouTube, P ome heus and
Go IT. People o elegan age, choosing sel -educa ion, usually use sea ch engines, no limi ed o
speci ic pla o ms o social ne wo ks:
– 58.3% o he adul popula ion sees he ele ance o lea ning digi al skills (+10.9% om 2019);
– 85.0% o eenage s see he ele ance o lea ning digi al skills (+17.5% om 2019);
– 42.2% o he adul popula ion egula ly de o e ime o sel -s udy and imp o ing hei knowledge;
– 22.8% o people wi h hea ing impai men s egula ly de o e ime o sel -s udy and imp o ing
hei knowledge.
The undeniable economic bene i s o digi al skills in Uk aine ha e been es ablished. The ques-
ions ha ou lined he ole o digi al skills o he Uk ainian popula ion o he u he de elopmen
o he economy e ealed he ollowing indica o s:
– 81% o he su eyed adul s belie e ha he de elopmen o digi al skills among he popula-
ion can ha e a posi i e impac on he economy o Uk aine;
– 1.7 million acancies ha e been analyzed ( esea ch on acancies on job sea ch web pla o ms);
– 81.3% is he di e ence be ween wages among employees who ha e mas e ed digi al skills
and hose who ha e no mas e ed hem.
The nex block o ques ions conce ned he ole o digi al skills in achie ing success. The espon-
den s' answe s we e di ided as ollows:
– 51% o Uk ainians a e sa is ied wi h hei daily wo k. Among people wi h hea ing impai -
men s, his pe cen age is hal as low a 24%;
– mo e han a hi d o Uk ainians (36%) do no ha e policies on cybe secu i y and/o cybe
hygiene a he wo kplace, and e e y ou h (26%) says he e a e no e ec i e measu es o p o ec
con iden ial in o ma ion;
– 91% o eenage s belie e ha digi al skills a e necessa y o hei educa ion, and 84% o
he esponden s pe cei e hem as impo an o hei u u e ca ee ;
– 96% o eenage s use he In e ne o communica e wi h amily and iends, and 58% o he
esponden s do no eel lonely hanks o he In e ne .
The e o e, he le el o digi al skills is one o he key pe o mance indica o s in he con ex o he
Digi al Decade, which de ines Eu ope's ambi ions in he ield o digi al echnologies, namely, by 2030, a
leas 80% o ci izens (de ined as he sha e o people aged 16 o 74) should ha e a leas basic digi al
skills. The s udy o he dynamic digi al en i onmen equi es cons an upda ing and adap a ion o he
exis ing esea ch me hodology in o de o main ain he ele ance and opicali y o he da a ob ained.
Acco ding o he esul s o he wo k o he Eu opean Commission in 2019–2022, he in eg a ed
digi al skills indica o DSI 2022 has been mode nized and adap ed in acco dance wi h he new con-
cep ual ounda ions o he digi al de elopmen o Eu opean socie y and echnological p og ess [24].

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2.3 The essence, con en , e ec i eness o digi al pedagogy in open educa ion
Digi al pedagogy as an e ec i e p ac ice o he 21s cen u y is aimed a he implemen a ion and
s udy o mode n digi al echnologies in educa ional and scien i ic ins i u ions. This is a new b anch
o pedagogical science ha aims o use online and hyb id educa ional en i onmen s o enhance
indi idual lea ning. Based on cons uc i is heo ies, he main ene s o which a e ha lea ne s
acqui e knowledge h ough expe ience and e lec ion, digi al pedagogy p oposes me hodologies
ha in eg a e digi al ools o acili a e and enhance lea ning and cogni ion.
Digi al pedagogy has unde gone a dynamic e olu ion, as i conside s he in eg al syne gis ic
in e ac ion be ween echnologies and educa ional p ac ices. I goes beyond he simple applica ion
o digi al ools in eaching and includes s a egic planning o he de elopmen o cu icula, eaching
me hods and assessmen o lea ne s in he con ex o digi al echnologies. The basis o his peda-
gogical pa adigm is he de elopmen o digi al compe encies – skills ha educa o s mus acqui e o
e ec i ely use he po en ial o echnology in educa ion.
The pa adigma ic concep o digi al pedagogy has i s own challenges and in ol es con inu-
ous p o essional de elopmen o eache s, p omo es c i ical in e ac ion wi h digi al con en and
equi es adap a ion o adi ional pedagogical app oaches. Despi e hese challenges, digi al ped-
agogy is a key esponse o he de elopmen o lea ning and he di e se needs o lea ne s in he
21s cen u y.
Taking in o accoun he a ious essen ial cha ac e is ics o digi al pedagogy, esea che s
ha e cha ac e ized i as in eg al (J. A oles, W. KÜpe s [25]), c i ical (A. Bocza , S. Jo dan [26],
M. Waddell, E. Cla iza [27]), humanis ic (V. Byko , M. Leshchenko [28]), inno a i e (O. Is a e
e al. [29], A. Kukulska-Hulme e al. [30]), e c.
In eg al pedagogy in he con ex o esea ch e e s o he c ea ion o a holis ic educa ion-
al expe ience ha p epa es lea ne s o li e by connec ing concep s om di e en disciplines
h ough digi al echnologies o educa e a gene a ion o lea ne s who a e knowledgeable, hough -
ul, and eady o ace challenges o he u u e. The po en ial o in eg a ed pedagogy is unlimi ed,
ans o ming class ooms in o dynamic en i onmen s will enable he comp ehensi e de elopmen
o indi iduals [25].
C i ical pedagogy as an app oach o eaching and lea ning is based on p omo ing eedom o
will and c ea ing oppo uni ies o lea ne s, p o ided ha oppo uni ies a e c ea ed o lea ning
in all o ma s: online, o line, and blended (explici ly and implici ly c i icizing ep essi e powe s uc-
u es). The wo d "c i ical" in c i ical pedagogy unc ions in se e al egis e s: as c i ically impo an ,
essen ial; as in li e a y c i icism, i.e. p o iding de ini ions and in e p e a ions; as in e lec i e and
nuanced hinking abou a subjec ; capable o c i icizing ins i u ional, co po a e, o socie al obs a-
cles o lea ning; as a disciplina y app oach ha changes each o hese o he meanings. The need
o p o ide he possibili y o i ual sessions as pa o he educa ional p ocess is becoming mo e
u gen . The digi al na u e o educa ional cou ses gi es ise o a ecu si e pedagogy ha "c e-
a es" i sel and allows o con inued adap a ion ha is complemen a y o academic cycles [26].
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chap e 2. Digi al Pedagogy o Open Educa ion: Essence, Con en , and E ec i eness
CHAPTER 2
M. Waddell, E. Cla iza, in addi ion, also conside c i ical in o ma ion li e acy as lea ning ha e-
qui es lea ne s o in e ac wi h he powe s uc u es ha suppo he p oduc ion and dissem-
ina ion o in o ma ion. C i ical pedagogy ecognizes ha educa ion is a poli ical ac ion ha can
ha e a nega i e impac on ce ain s uden s, c i icali y is a sel - e lexi e necessi y o in en ional
applica ion o powe s uc u es in o de o imp o e all p ocesses in educa ion and science [27].
Unlike c i ical, digi al humanis ic pedagogy is a science abou he egula i ies o c ea ing a
posi i e in eg a ed pedagogical eali y unde he condi ion o con e gence o physical and i ual
(c ea ed using ICT) educa ional spaces (en i onmen s). Based on he use o mode n ICT, educa-
ional ac i i y ( o mal, non- o mal and in o mal) akes place a he in e sec ion o wo wo lds:
eal and i ual. A en ion is d awn o he ac ha he me hodology and me hods o pedagogical
esea ch o classical pedagogy need o be e ised and imp o ed in he con ex o mode n eali ies
o he educa ional p ocess, he needs and in e es s o all i s subjec s [28].
Digi al pedagogy is inno a i e pedagogy. Pe haps he mos impo an con ibu ion o he de-
elopmen o digi al pedagogy is i s abili y o e-di ec pedagogical ac i i y in o a mode n cou se,
in which i dynamically de elops and lou ishes, ensu ing i s ele ance, use ulness and alue in ou
ime. Theo e ical and p ac ical p og ess in educa ional science is achie ed h ough he syn hesis
o en i onmen al in luences and oppo uni ies, which can be bo h immedia e (impe a i e) and mo e
dis an (in he o m o a wish lis ), and which a e gi en special signi icance and legi imacy. Tha is
why digi al pedagogy, a om being on he pe iphe y, is now he o e on o pedagogical inno a ion
and a majo sou ce o change in bo h he heo y and p ac ice o educa ion [56]. A. Kukulska-Hulme
e al. p opose en p omising inno a ions o he pos -pandemic wo ld o digi al educa ion: hyb id
models, dual lea ning scena ios, mic oc edi pedagogy, au onomy pedagogy, obse a ion pa ies,
educa ion led by in luen ial people, home pedagogy, discom o pedagogy, well-being educa ion and
walking and alking. The in o ma ion is p esen ed in a popula manne and is aimed a eache s,
poli icians, scien is s, s uden s, esea che s, de elope s o educa ional echnologies, as well as
anyone in e es ed in pedagogical inno a ions and how educa ion is changing [30].
Digi al pedagogy has been de ined and implemen ed in con e gence wi h open pedagogy o
open educa ion. Open educa ion success ully i s in o a new pa adigm, de ined by ole luidi y,
lea ne -cen e edness, dis ibu ed esou ces, i ual ools, and asynch onous lessons. Acco ding
o O. Is a e, he many o e laps be ween he wo concep ual a eas show us he in e dependence
be ween cons uc s; o a small ex en , we can alk abou digi al pedagogy wi hou aking in o
accoun he a ibu e "open"; he p oposals o open pedagogy a e cu en ly meaningless wi hou
new echnologies, because li e in social, cul u al, pe sonal, and p o essional dimensions is la gely
media ed o supplemen ed by he ools o new echnologies. In ac , he de elopmen o open and
collabo a i e web echnologies has made a signi ican con ibu ion o he eme gence o he "mo e-
men " o open pedagogy – which a ose almos hal a cen u y ago wi h he Leices e model – by
o e ing new educa ional esou ces, echniques, and special eaching me hods [31]. Open peda-
gogy, o i s pa , has p o ided he igh ideological ounda ion, la gely jus i ying digi al educa ion
and acili a ing i in p ac ice. Among he i s heo is s o digi al open pedagogy, oge he wi h
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Educa ional policy and e o ms: he impac o globaliza ion
G. Conole and he app oaches ha o eshadow new educa ional app oaches in he "open wo ld",
B. Hega y p oposes a model wi h eigh in e ela ed cha ac e is ics o open pedagogy [32]:
1) pa icipa o y echnology;
2) inno a ion and c ea i i y;
3) exchange o ideas and esou ces;
4) e lec i e p ac ice;
5) people, openness and us ;
6) connec ed communi y;
7) ained lea ne ;
8) pee e iew.
Thus, educa ion and digi al echnologies ollow di e en pa hs, ma ked by hei own p io i ies,
me hodologies and dynamics, bu a e in eg a ed o expand he bounda ies o educa ion and educa-
ional oppo uni ies h ough digi aliza ion. Cu en ly, he p ocess o pla o ming educa ion is unde -
way h ough he c ea ion o non- o mal and addi ional educa ion pla o ms o child en, you h, adul s
o a wide audience wi hou age es ic ions. In iew o his, many s udies wa n o he need o such
pedagogy ha would ocus on he de elopmen o educa ion h ough echnology, and no only on he
applica ion o echnology [31]; o he , on he con a y, emphasize he need o de elop pedagogy as
he main concep ual amewo k o he applica ion o echnology in he educa ional p ocess [33].
Digi al pedagogy should c ea e new oppo uni ies o educa ional and cogni i e ac i i ies by ad-
d essing he limi a ions o he adi ional app oach o lea ning, in pa icula , a clea ly de ined scope
o lea ning, ma e ials in di e en media o ma s, limi ed esou ces and he numbe o hou s o he
class oom educa ional p ocess, communica ion be ween eache s and s uden s, supplemen ed
by o ms and me hods o digi al echnologies a any ime and in any place. The means o digi al
echnologies a e di e se: audio and isual in eal ime, using ex messages, online ex , audio and
ideo cha , e-mail, communica ion and discussion o um o eedback and suppo in lea ning a any
ime and in any place, es ing, assessmen by bo h he eache and he machine a e con inuously
in eg a ed in o a common o ma i e assessmen o inal esul s.
Nume ous esea ch by o eign schola s s udying digi al pedagogy ha e ound con incing e i-
dence o he e ec i eness o i s applica ion.
Thus, S. Ani ha and K. Vijaya conduc ed a quasi-expe imen al s udy o he e ec i eness o
digi al pedagogy in highe educa ion [34]. A compa ison o he lea ning ou comes o s uden s who
ecei ed educa ion using he adi ional model wi h hose who ecei ed educa ion using digi al
echnologies e ealed ha he la e had be e p og amma ic lea ning ou comes han hei pee s.
A simila me a-analysis was conduc ed by S. Means e al., who examined he e ec i eness o
digi al lea ning in K-12 educa ion by compa ing online and o line lea ning condi ions, measu ing
he lea ning ou comes o s uden s, and publishing eliable in o ma ion o calcula ing quan i a-
i e indica o s [35]. Recall ha K-12 is an abb e ia ion ha deno es he educa ion sys em in
he Uni ed S a es, which includes classes om Kinde ga en (p eschool educa ion) o 12 h g ade
(high school). 99 s udies we e analyzed and con i med he highe e ec i eness o digi al lea ning
55
chap e 2. Digi al Pedagogy o Open Educa ion: Essence, Con en , and E ec i eness
CHAPTER 2
compa ed o adi ional. Ano he impo an esul was ha he s udy also ound ha he in oduc-
ion o digi al ools had a posi i e impac on s uden s' engagemen and mo i a ion o lea n. A simila
s udy by R. Huang e al. was ca ied ou o es ablish he possible e ec i eness o an in eg a i e
app oach o he implemen a ion o he educa ional p ocess wi h a combina ion o digi al and adi-
ional lea ning in a seconda y school se ing [36]. The esul s con i med he highe e ec i eness
o blended lea ning compa ed o adi ional. Thus, digi al pedagogy c ea es and p o ides ools o
e ec i e indi idual eaching and lea ning.
B. Dhakal, ocusing on he impo ance o digi al echnologies, a gues ha eache s need o use
digi al pedagogy ools o o ganize and implemen he educa ional p ocess o s uden s ega dless o
hei age, gene a ion, le el o educa ion, o m o educa ion, e c. [37]. The scien is ecommends
using se en pedagogical p inciples: he con en o educa ion in acco dance wi h he cu iculum;
de ini ion and implemen a ion o educa ional goals; use o a ious digi al educa ional esou ces;
in eg a ion o c ea i e asks in o educa ional ac i i ies; in ensi e educa ional communica ion and
discussion; educa ional eedback and suppo ; assessmen o lea ning.
Cu en ly, digi al educa ion is associa ed wi h he widesp ead use o a i icial in elligence ech-
nologies in educa ional and cogni i e ac i i ies.
Fo example, esea che s a he Massachuse s Ins i u e o Technology, including he Media
Lab, ha e de eloped a new websi e, designed o Ame ican K-12 s uden s o help hem lea n
mo e abou AI [38]. K-12 is an abb e ia ion ha e e s o he US educa ion sys em ha includes
g ades om Kinde ga en (p eschool educa ion) o 12 h g ade (high school). Educa ion esea ch
has also examined ways o inc ease AI li e acy among s akeholde s wi hou speci ic STEM aining
ela ed o AI. STEM educa ion is aimed a p epa ing s uden s o ca ee s in hese ields, de eloping
c i ical hinking, p oblem sol ing and de eloping guides o eache s, o ms, me hods and ools o
eaching he p inciples and p ac ices o Compu e Science (CS) – a ield ha s udies compu e s
and compu ing sys ems and co e s he heo y, design, de elopmen and applica ion o so wa e
and ha dwa e, sol ing p oblems using compu a ional me hods and algo i hms (MIT Media Lab).
The ac i i ies o he Associa ion o he Ad ancemen o A i icial In elligence (AAAI) a e being up-
da ed, his is an in e na ional scien i ic public o ganiza ion whose ac i i ies a e aimed a p omo ing
esea ch and educa ion in he ield o a i icial in elligence, holding con e ences, publishing jou -
nals and acili a ing he exchange o in o ma ion be ween scien is s and p ac i ione s in his ield.
The Compu e Science Teache s Associa ion (CSTA) is an in e na ional o ganiza ion ha suppo s
and p omo es compu e science educa ion, p o ides esou ces and oppo uni ies o p o essional
de elopmen o compu e science eache s, and de elops s anda ds and ecommenda ions o
compu e science educa ion. The o ganiza ions ha e joined o ces o de elop a se o eaching aids
o K-12 (gene al educa ion om elemen a y o high school).
The esea che s iden i ied i e "big ideas" in he ield o AI ha hey belie e educa o s should know:
1. Compu e s pe cei e he wo ld h ough senso s. The abili y o compu e s o collec in o -
ma ion abou he wo ld a ound hem h ough senso s (came as, mic ophones, and o he de ices).
This in o ma ion can hen be used o make decisions and ake ac ions.
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Educa ional policy and e o ms: he impac o globaliza ion
2. Agen s main ain models/ ep esen a ions o he wo ld and use hem o easoning. The abili y
o compu e agen s o c ea e in e nal models o ep esen a ions o he wo ld based on in o ma-
ion, ecei ed om senso s o o he sou ces. These models a e hen used o logical easoning
and decision making.
3. Compu e s can lea n om da a. The abili y o compu e s o lea n om da a using machine
lea ning echniques. This allows compu e s o imp o e hei models and algo i hms o pe o m
asks be e and make mo e accu a e decisions.
4. Making agen s in e ac wi h humans is a majo challenge o AI de elope s. The di i-
cul y o c ea ing compu e agen s ha can e ec i ely in e ac wi h humans. This includes na u al
language unde s anding, emo ion ecogni ion, and o he complex asks ha equi e "ad anced"
AI echniques.
5. AI applica ions can ha e bo h posi i e and nega i e impac s on socie y. Fo example, AI can
be used o imp o e heal h o sa e y, bu i can also lead o job losses o inc ease inequali y [38].
The me hodological side o he educa ional p ocess is being upda ed, as digi al pedagogy p o-
ides a new ision o he eaching and lea ning p ocess, and also changes he idea o wha is
being augh . Inno a i e o ms o o ganizing he educa ional p ocess o en shed new ligh on he
con en o educa ion, o cing i o adap o new dimensions. This allows o mo e e icien lea ning,
in e p e a ion and e-labeling, p ocessing, p ac icing, in e nalizing, and ep oducing educa ional ma-
e ial, and also p omo es co-c ea ion. Digi al echnologies acili a e documen a ion, iden i ica ion
o p oblems and possible solu ions, b ing i close o eal li e, acili a e communica ion be ween
pa icipan s, s uc u ing he decons uc ion and econs uc ion p ocess, con ac wi h expe s,
sea ch o esou ces, publica ion o esul s and (public) e i ica ion o app oaches.
Howe e , he abundance o possibili ies can be bo h an ad an age and a hind ance, as i c e-
a es a need o mul iple and expanded elemen s in he didac ic p ocess. Pedagogical s a egies and
es ablished algo i hms mus be adap ed, including new aspec s, such as he selec ion o ele an
and scien i ically p o en con en , e hinking he expec ed lea ning ou comes, in eg a ing asks in o
collabo a i e ( emo e) wo k con ex s, ensu ing access, mo i a ional me hods and in ol ing all eam
membe s in lea ning ac i i ies, encou aging independen lea ning, as well as aking in o accoun
elemen s o digi al sa e y and s uden p o ec ion in he online en i onmen .
Uns uc u ed and ex ensi e con en in digi al o ma emphasizes he ole o he eache as a
acili a o , who, on he one hand, mus guide s uden s o ele an sou ces o knowledge co espon-
den o lea ning objec i es, and on he o he hand, each hem how o iden i y, e alua e and dis in-
guish au hen ic knowledge and aluable ideas om al e na i e sou ces ha do no mee ecognized
s anda ds. Digi al pedagogy b ings mo e p ac ical aspec s o pedagogy. Al hough pedagogy emains
a ield o cons an inno a ion, and cu en knowledge se es as he basis o new hypo heses and
heo ies, i is p ima ily a ool o unde s anding and e alua ing new educa ional p ac ices.
Digi al pedagogy is a s a ing poin o a a ie y o in e p e a ions and inno a i e app oaches,
om simply ans e ing adi ional lea ning o a new digi al en i onmen o comple ely e o mu-
la ing educa ional me hods. In an e o o c ea e e ec i e digi al educa ion, we o en s a wi h

57
chap e 2. Digi al Pedagogy o Open Educa ion: Essence, Con en , and E ec i eness
CHAPTER 2
elemen s ha a e al eady amilia and ime- es ed. We usually y o ans e amilia lea ning si -
ua ions o a digi al en i onmen , while p ese ing adi ional ways o o ganizing g oups, me hods o
in e ac ion, and app oaches o lea ning and assessmen . In his case, he ype o lea ning ma e ial
and ou comes o ac i i ies changes i s o all – hey usually become mo e mul imedia, and some
synch onous wo k sessions a e conduc ed emo ely ia ideocon e encing.
The second s age in ol es changing he use o ime o eaching, lea ning, and assessmen ,
in eg a ing asynch onous sessions and changing he adi ional o de o emphasis. Fo example, in
he concep o he lipped class oom, independen lea ning p ecedes and pa ially eplaces adi-
ional eaching; o ma i e assessmen becomes mo e na u al in he digi al en i onmen and is an
impo an ool a ailable o bo h he eache and he s uden .
Typically, educa o s u n o new digi al ools and esou ces o o ganize he usual eaching
p ocess. The inno a ion speci ic o digi al pedagogy is ha digi al lea ning si ua ions canno simply
be ans e ed back o an analog en i onmen . I is impo an o no e ha oday we do no ha e
si ua ions and lea ning pa hs ha could no be desc ibed by concep s ha exis ed be o e he digi al
e a. Inno a ions a e mainly abou o m, no subs ance, and a e aimed a op imizing and inc easing
he e ec i eness o eaching and lea ning. Essen ially, we a e s ill wi hin he bounda ies o peda-
gogy, al hough lea ning si ua ions ha a e conduc ed emo ely (synch onously o asynch onously)
o in a blended lea ning o ma may equi e a new app oach o design.
I is clea ha digi al pedagogy is a signi ican s ep o wa d o he ield o educa ional sciences.
This phenomenon, which e lec s ideological changes, is pa o ou mode n cul u e and cons an ly
changing condi ions in he p o essional and social sphe es. Expec a ions om educa ional ac i i ies
a e becoming mo e p agma ic, which a ec s ela ionships and didac ic communica ion, o ming a
new awa eness o ex e nal a iables ha a e ela ed o oles and ela i e p oduc i i y in socie y.
Mode n educa ional ideas, such as espec o he indi idual, inclusion, key compe encies,
pe sonal de elopmen (so skills), ansdisciplina i y, p ojec -based app oach and au hen ic as-
sessmen , a e a e lec ion o his new ideology in educa ion. Digi al echnologies ha e demon-
s a ed hei po en ial o open up new oppo uni ies o educa ion, i s ans o ma ion and o shape
di ec ions o " e hinking" educa ion based no only on echnological, bu also on cul u al, social,
p o essional, economic and, abo e all, humanis ic p inciples.
The mos impo an ad an age o ying o o mula e digi al pedagogy is o de elop he abili y
o educa o s o design, implemen and e alua e e ec i e educa ional si ua ions, adap ed o mode n
imes and he needs o s uden s.
As p e iously men ioned, digi al pedagogy open up new oppo uni ies o lea ning and eaching, o -
e ing inno a i e app oaches and ools o imp o e he educa ional p ocess. Howe e , o hese oppo -
uni ies o be p ope ly implemen ed, ce ain p inciples and s a egies mus be ollowed. He e a e i e
key ecommenda ions, in ou opinion, o he co ec use o digi al pedagogy in he educa ional p ocess:
1. Planning and in eg a ing digi al ools.
S a by de eloping a clea s a egy o in eg a ing digi al ools in o you educa ional p ocess.
Iden i y he goals and objec i es you wan o achie e wi h digi al echnologies and choose he ools
58
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Educa ional policy and e o ms: he impac o globaliza ion
ha bes mee hese goals. Assess he a ailable esou ces and capabili ies o ensu e e ec i e
implemen a ion. Analyze he needs o you lea ne s and eache s o selec he mos app op ia e
digi al ools. Conduc a su ey o in e iew o unde s and which ools a e al eady in use and which
a e un amilia o equi e addi ional aining.
2. C ea e and adap con en .
Since digi al pla o ms allow o a a ie y o o ma s, c ea e lea ning con en ha includes ideo,
audio, in e ac i e exe cises, and in og aphics. This will help p o ide a ie y in lea ning ma e ial
and main ain lea ne in e es . Adap con en o di e en lea ning s yles. Use ools o pe sonalize
he lea ning expe ience o ake in o accoun he indi idual needs and p e e ences o lea ne s. Fo
example, in e ac i e pla o ms can o e di e en le els o di icul y o asks, allowing each lea ne
o wo k a hei own pace.
3. Ensu e accessibili y and suppo .
P o ide echnical suppo o lea ne s and educa o s. O ganize aining and wo kshops o
each how o use new digi al ools. This will help educe echnical p oblems and ensu e ha you a e
com o able wo king wi h new echnologies. Make su e ha all digi al esou ces a e accessible o
lea ne s wi h di e en le els o echnical aining and echnical capabili ies. A oid using ools ha
may no be accessible o a po ion o you audience due o echnical limi a ions o o he ac o s.
4. Fo ming and e alua ing he educa ional p ocess.
Implemen in e ac i e lea ning me hods, such as i ual discussions, online games, and simu-
la ions. This can inc ease lea ne engagemen and mo i a ion, as well as p omo e be e lea ning.
Use o ma i e assessmen o moni o he p og ess o lea ne s. Digi al pla o ms make i easy o
conduc su eys, es s, and eedback, which help o imely adjus he educa ional p ocess and
suppo lea ne s in achie ing hei lea ning goals.
5. Ensu ing secu i y and e hics.
Take ca e o he digi al secu i y o lea ne s by ensu ing he p o ec ion o pe sonal da a and
con iden iali y. Use eliable pla o ms and adhe e o secu i y policies o p o ec in o ma ion. Ed-
uca e lea ne s on he co ec use o digi al ools and esou ces. Conduc digi al li e acy classes
ha will help hem unde s and he e hical aspec s o using echnology, a oid plagia ism, and be
esponsible wi h in o ma ion con en .
2.4 Me hodological ools o educa ional ac ion o digi al pedagogy
Mode n p eschool child en a e ea ly in ol ed in li e in he i ual wo ld.
In p eschool age, he mos impo an need o a child is communica ion, hanks o which social
expe ience is acqui ed. In daily in e ac ion and coope a ion wi h adul s and pee s, he/she lea ns he
ules o beha io and lea ns o e alua e his/he own ac ions and he ac ions o his/he en i onmen
h ough he p ism o mo al no ms. This pe iod is impo an o eaching child en he ules o beha -
io and sa e y in he digi al space [39].
59
chap e 2. Digi al Pedagogy o Open Educa ion: Essence, Con en , and E ec i eness
CHAPTER 2
The easons o he imme sion o a mode n p eschoole in he digi al space include:
1. Uni e sal cu iosi y, a high le el o cogni i e ac i i y. Qui e ea ly, p eschoole s ealize
ha he In e ne is an endless sou ce o in o ma ion, because in i child en ind a a ie y o
educa ional and en e aining games, ideo clips, ca oons, nume ous ways o ob ain knowledge,
exchange in o ma ion, exp ess hemsel es and pu pose ully in e ac wi h iends, amily and he
ou side wo ld.
2. The need o communica ion. The mos impo an need o a p eschool child is communica ion
as an impo an ac o in he o ma ion and de elopmen o his/he pe sonali y, he assimila ion
o social expe ience. De e mining he special impo ance o mode n gadge s as a means o b oad
communica ion, psychologis s a he same ime emphasize he impo ance o eal communica ion
in hei li es. In p eschool age, a child, in daily in e ac ion wi h adul s and o he child en, lea ns
he ules o beha io and lea ns o e alua e his/he own ac ions and ges u es h ough he p ism
o mo al no ms. Gi en ha he in o ma ion space is becoming a eal necessi y, in pa allel wi h he
assimila ion o a cul u e o communica ion and in e ac ion in eal li e, an ex emely impo an ask
is o each he ules o beha io and sa e y in he digi al space.
3. The need o b igh ex e nal imp essions. Child en show inc eased in e es in e e y hing
new, b igh , unusual, because hey a e mos and mos quickly in luenced by he ex e nal en i on-
men . The unde de elopmen o sel - egula o y mechanisms cha ac e is ic o p eschool age, weak
oli ional and emo ional con ol, impulsi e beha io , make child en mos ulne able o in o ma ion
and so wa e- echnical h ea s.
4. The need o play as a leading ac i i y. An impo an ac o ha encou ages child en o he
digi al space is also he p io i y o play as he child's leading ac i i y [1]. Child en like o play compu e
games. Despi e he bene i s o games, especially de elopmen al and educa ional, c ea i e, en e ain-
ing compu e games should no displace a wide ange o eal games in a child's li e, as his can cause
une en de elopmen , delay he o ma ion o eadiness o lea ning, and cause In e ne addic ion.
In oducing child en o gadge s should occu in pa allel wi h he o ien a ion o p eschoole s
o basic mo al alues (compassion, me cy, espec , esponsibili y, jus ice, e c.); he p io i y o a
alue-based a i ude o eal communica ion o e i ual.
The ad an ages o ea ly imme sion o a p eschoole in he digi al space a e:
1. Expanding he child's in e es s, oppo uni ies o addi ional educa ion, de elopmen o pu -
pose ulness, in elligence, awa eness, abili y o s uc u e in o ma ion lows, e c.
2. Sa is ying he child's need o ex e nal imp essions wi h he help o digi al echnologies has
a posi i e e ec , as i con ibu es o he de elopmen o cogni i e abili ies and imagina ion. The e
a e many i ual games ha a he same ime ha e an educa ional and upb inging basis and a e able
o a ouse he child's in e es in his o y, li e a u e, economics, e c.
The isks o imme sion o a p eschool child in he digi al space a e:
1. Remo al o p ohibi ions and es ic ions o mo al, e hical and social plans ( emo al o he
aboo o iolence, mu de , des uc ion; he lack o legal no ms ha ope a e in eali y). Child en a e
subconsciously aliena ed om undamen al hings: he need o ollow he ules, he ine i abili y o
60
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Educa ional policy and e o ms: he impac o globaliza ion
punishmen o agg essi e beha io and iola ion o he law, he uni y o he space- ime con inuum.
In e es in agg essi e games leads o he ac ha child en may y o apply simila me hods o
sol ing p oblems in eal li e. All his c ea es signi ican isks o he upb inging, de elopmen and
sa e y o child en.
2. In e es in agg essi e games leads o he ac ha child en may y o apply simila me hods
o sol ing p oblems in eal li e. Thus, 60–65% o su eyed child en o senio p eschool age a e ond
o des uc i e games, such as "Ba man", "T ans o me s", and a ious "shoo e s". Some child en
no ed ha hey a e no a aid o he appea ance o blood and mu de in games ("jus kill – and
ha 's i "). Violen compu e games o m he co esponding cha ac e s [40].
3. Insu icien de elopmen o sel - egula o y mechanisms, cha ac e is ic o p eschool age,
weak oli ional and emo ional con ol, impulsi e beha io make child en mos ulne able o in o ma-
ion and so wa e- echnical h ea s [1].
4. De e io a ion o he child's heal h: mo bidi y o he o gans o ision ( apid a igue, i ch-
ing, impai ed isual pe cep ion a a and nea dis ances); de e io a ion o concen a ion and
wo king capaci y; diseases o he musculoskele al sys em (de elopmen o pa hological dis-
eases o he spine, os eochond osis, s eng hening o de o ma ion o in e cos al discs, e c.);
hypodynamia [41].
5. The eme gence o In e ne addic ion in a child. Symp oms o an In e ne -addic ed p eschool
child a e: e usal o ea o he sake o en e ainmen on he In e ne ; i i abili y o he child i he/
she is no allowed o use he gadge ; eupho ia om being on he In e ne ; neglec o he in e es s
o ela i es, iends and ma es o he sake o being in digi al space. The easons o child en's
In e ne addic ion a e: emo ional exhaus ion and "unlo edness"; he child's lack o in ellec ual skills;
he lack o suppo om educa o s and pa en s; passi e pe cep ion o in o ma ion using new
in o ma ion echnologies; dis o ion o mo al no ms and alues in he p ocess o easy sa is ac ion;
dis up ion o men al p ocesses [42].
To inc ease he sa e y o p eschool child en in he digi al space, i is necessa y o:
1. Be in e es ed in he i ual li e o child en, do no igno e hei ques ions.
2. Teach hem he ules o conduc on he In e ne ; c ea e sa e nicknames and passwo ds o
ensu e con iden iali y; use websi es, ecommended o child en; use p o ec i e pa en al con ol
p og ams [43].
3. Pa en s need o egula e he ime a child spends on he In e ne so as no o ha m his/he
heal h. Acco ding o he s anda ds, se by he Minis y o Heal h o Uk aine, con inuous compu e
use du ing he day o child en o senio p eschool age should no exceed 30–45 minu es pe
week [44]. I is necessa y o es ablish ules o amily use o he ne wo k [43].
4. De elop s a egies and ac ics o psychological and pedagogical suppo o in ol ing
p eschool child en in he in o ma ion en i onmen . Such suppo should be based on he p io i y o
o ming alue o ien a ions in p eschool child en in he ield o digi al educa ion. Addi ional in es -
men s in he de elopmen o digi al skills and li e acy o ma ion among pa en s and educa o s a e
needed o help child en de elop c i ical hinking and e alua ion skills, which will allow hem o quickly
67
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CHAPTER 2
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CHAPTER 3
CHAPTER 3
Educa ion Wi hou a Face in he Age o Exis en ial De ici :
How Globaliza ion, Pos -T u h, and he Poli ics
o Meaninglessness Dehumanize Pedagogy
Abs ac
This chap e in es iga es he exis en ial c isis o con empo a y educa ion, emphasizing how
globaliza ion, he cul u e o pos - u h, and echnoc a ic discou se con ibu e o he e osion o
human digni y and subjec i i y in pedagogy. Despi e decla a ions o placing " he human a he cen-
e ", educa ion inc easingly educes he lea ne o a se o unc ions, compe encies, o indica o s,
esul ing in aliena ion and loss o au hen ic p esence. D awing on philosophical pe spec i es om
Byung-Chul Han, Ma ha Nussbaum, Le inas, Foucaul , Ricoeu , Bube , and o he s, he ex c i i-
cally analyzes how manage ial language, global ankings, and e iciency-d i en e o ms depe sonalize
bo h eache s and s uden s. The chap e in oduces he concep s o " auma o mis ecogni ion"
and "pedagogy o disconnec ion", highligh ing he psychological and e hical consequences o sys-
emic neglec o he indi idual. As a esponse, i p oposes a linguis ic and e hical econs uc ion o
pedagogy h ough a "cul u e o digni y", whe e wo ds egain hei humanizing powe , and educa ion
is ede ined as a space o ecogni ion, p esence, and dialogical us . Ul ima ely, he chap e a gues
ha es o ing language, digni y, and lis ening as cen al elemen s o educa ion is essen ial o
coun e ing exis en ial agmen a ion and eclaiming he ace o pedagogy.
KEYWORDS
Educa ion, pedagogy, globaliza ion, pos - u h, digni y, echnoc a ic discou se, ecogni ion,
aliena ion.
3.1 Diagnosis o loss
In oduc ion: Educa ion ha has los i s human ouch
We li e in a ime when educa ion has ound i sel a he epicen e o global change – no
only echnological, economic o poli ical, bu abo e all an h opological. I s ill unc ions, e o ms,
DOI: 10.15587/978-617-8360-20-7.CH3
Te iana Ko obkina, Na alia Dashenko a, Olena Bakalenko,
Vik o iia Omelchenko, Olha My se a, Hanna Ho іachko ska
© The Au ho (s) o chap e , 2025. This is an Open Access chap e dis ibu ed unde he e ms o he CC BY license
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How Globaliza ion, Pos -T u h, and he Poli ics o Meaninglessness Dehumanize Pedagogy
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digi ises, epo s – bu a he same ime loses i s abili y o see he human being, hea hei e-
ques s, espond o hei exis en ial challenges. In an e a o adical ci ilisa ional uphea als – wa ,
clima e change, pandemics, algo i hmisa ion o hinking – educa ion, ins ead o being a esponse
o anxie y and agmen a ion, is inc easingly becoming ye ano he ool o managing ins abili y.
This sense o loss begins a he le el o language. Educa ional discou se is sa u a ed wi h
e ms such as "human capi al", " esou ce p o ision", "s a e iciency", "knowledge pla o m", and
"educa ion quali y managemen ". These o mulas a e no jus s ylis ic con eniences, bu linguis ic
ma ke s o he loss o a humanis ic pe spec i e. A language ha hinks o educa ion as a ma ke ,
people as ca ie s o compe encies, and lea ning as a ce i ica ion p ocess excludes he subjec o
digni y om he pedagogical space [1].
Unde he slogans o e o m, inno a ion, and digi al ans o ma ion, we see no an upda e o
he con en o educa ion, bu a g adual educ ion o he human being o an indica o unc ion. They
mus "mee equi emen s", "show esul s", and "adap o change". Bu whe e is he eedom o
hink in his? Whe e is he place o doub , silence, e hical sea ch, a ec ? As B.-C. Han no es,
in mode n p oduc i i y cul u e, " a igue o being onesel " p e ails, and educa ion is inc easingly
becoming no a space o libe a ion, bu an ins i u ion o loss o subjec i i y [2].
Agains his backd op, a new anomaly is eme ging: a pe son is physically p esen in educa ion
bu on ologically absen . They may ha e access o knowledge bu lose hei sense o meaning; hey
may ecei e g ades bu no expe ience digni y as ecogni ion. This gi es ise o he phenomenon
o cogni i e simula ion: lea ning con inues, bu wi hou in e nal g ow h. All his c ea es a new
pedagogical eali y, which would be mo e accu a ely called pos -educa ion – ha is, one ha has
los he abili y o keep he pe son a he cen e.
This p ocess has clea poli ical dynamics. Despi e i s p omise o equali y, solida i y and p og-
ess, he globalisa ion o educa ion o en u ns ou o be an a chi ec u e o depe sonalisa ion.
In e na ional ankings, he uni ica ion o s anda ds, he manage ial logic o uni e si ies and min-
is ies – all his p oduces a model whe e local e hical con ex s, ulne abili y and iden i y a e ma -
ginalised. Re o m becomes a sel -su icien goal, no always aking in o accoun he kind o pe son i
shapes. As a esul , educa ional policy loses i s e hical ex u e, becoming mechanical, agmen ed,
and de oid o empa hy [3].
No less dange ous is he in luence o pos - u h cul u e on he educa ional ecosys em. Today,
i is inc easingly di icul o main ain a space o c i ical con e sa ion i i is no adminis a i ely
o ideologically bene icial. Educa ion ha is incapable o elling he u h – abou inequali y,
psychological exhaus ion, alue diso ien a ion – u ns in o a simula ion o hinking. In an e a when
u h i sel has become he subjec o poli ical ba gaining, he educa ional p ocess isks becoming
no an in ellec ual encoun e , bu a i ual o o mal p esence wi hou mo al weigh [4].
Bu he key challenge lies e en deepe han ha . I lies in he exis en ial de ici ha has
become a s uc u al ea u e o educa ional exis ence. Young people who ha e li ed h ough a pan-
demic, wa , and in o ma ion collapse a e li ing wi h he expe ience o a cancelled u u e. When he
ho izon is unce ain, when plane a y h ea s seem insu moun able, when echnology is ad ancing
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Educa ional policy and e o ms: he impac o globaliza ion
as e han e hics, he e is a demand no o compe ence, bu o exis en ial suppo . And his
is whe e educa ion is o en powe less: i does no o e answe s, does no p o ide a meaning ul
amewo k, does no suppo people in hei momen s o anxie y. And ha is why digni y becomes
no a me apho , bu a p ac ical answe [5].
As M. Nussbaum poin s ou , a democ a ic socie y canno exis wi hou educa ion ha os e s
emo ional li e acy, e hical sensi i i y, empa hy and c i ical hinking. Educa ion wi hou digni y is
educa ion wi hou democ acy. Con e sely, educa ion in which digni y is no a slogan bu a s uc u e
o in e ac ion is a space in which eedom is bo n [6].
This sec ion is no jus a c i ical ca ea . I is a mani es o o he e u n o he human being o
he educa ional pe spec i e. We will show how he logic o globalisa ion, he language o ins umen-
alism, he cul u e o pos - u h and exis en ial agmen a ion ha e led o a p o ound loss o he
subjec in educa ion. A he same ime, we will show how he me hodology o he cul u e o digni y
can become he a chi ec u e o he e hical econs uc ion o educa ion, whe e e e y wo d, e e y
ges u e, e e y s uc u e e u ns he main con en o he educa ional space – he human being.
We no longe li e in an e a whe e pedagogy is simply he ansmission o knowledge. We li e in
an e a when he ques ion "Why each?" is inc easingly le unanswe ed. The poin o disappea ance
o meaning is no in he lack o echnology, bu in he de ici o p esence, ecip oci y and he meaning
o he common "we". I is his exis en ial acuum ha is he main challenge o mode n educa ion.
We a e ying o e o m o ms, o ge ing he undamen al: we ha e los he language ha
is capable o ecognising he o he . As a esul , we ha e los ou iden i y: as s uden s, eache s,
and as a sys em. Wo ds ha e become an in e ace a he han an add ess. Rules ha e become a
unc ion a he han an ag eemen . T us has become a p oduc a he han a ela ionship. We do
no speak – we unc ion.
In his s udy, we do no jus c i icise. We a e mapping he way back: om depe sonalisa ion
o ision, om linguis ic amnesia o wo ds ha ecognise, om ins i u ional au oma ism o human
p esence. We will alk abou he physicali y o digni y, he language o silence, he neu opsychology
o us , he eache as a bea e o ulne abili y and s eng h a he same ime. This ex is an
a emp no o e o m educa ion, bu o b ing i back o li e.
Educa ion wi hou aces: how globalisa ion has e ased he human being
om pedagogy
The e is an ala ming pa adox: a a ime when he global educa ional communi y decla es " he
human being a he cen e", he human being i sel is absen as a li ing p esence in educa ional
policy, pedagogical language, and he s uc u e o educa ional expe ience. I has been displaced,
delegi imised, eplaced by unc ionali y, oles, and indica o s. Pedagogy is ceasing o be he a
o shaping consciousness and inc easingly esembles he logis ics o se icing p oduc i e bodies,
whe e he subjec loses hei oice and hinking loses i s igh o doub .

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This is no a coincidence o linguis ic inaccu acy – i is a symp om o globalised logic, which
ans o ms educa ion in he image o he ma ke . The uni ica ion o s anda ds, dependence on in e -
na ional a ings, he dominance o English-language o ma s and bu eauc a ic hype -con ol – all his
lea es no oom o any hing else, o any hing un ansla able, o any hing a ec i e. And i educa ion
is subo dina ed o global economies, hen humani y in i becomes a su plus ha canno be mone ised
o anked [7]. Ins ead o a s uden , he e is a clien . Ins ead o a eache , he e is a p o ide . Ins ead
o knowledge, he e is an educa ional p oduc . These ans o ma ions o language a e no neu al.
They ecode he e y essence o he pedagogical expe ience, educing i o ins uc ion and
ansac ion. Bu he e is an e en sub le disappea ance, less no iceable bu mo e des uc i e. This
is he linguis ic blindness o educa ion. We no longe know wha o call hose we each. Be ween
"pupil", "s uden ", "use ", and "clien ", he ace is los – no jus an image, bu an on ological iden-
i y. Once language loses i s abili y o add ess, i loses i s abili y o ecognise. And hen pedagogy
u ns in o a sys em o neu al de achmen , in which no one sees anyone anymo e – only p ocesses,
p oduc s, da a.
In his sense, depe sonalisa ion is no only a poli ical e ec bu also a semio ic de ea . A sys-
em ha has no language o deno e digni y becomes a sys em ha ep oduces i s absence. Tha
is why i is impo an no only o c i icise he e o m bu also o e o mula e i s discou se, o gi e
i wo ds capable o saying: I see you.
As W. Welsh no es, he language o educa ion has become echnological, and pedagogy i sel
has become "pos -an h opic" [7]. We no longe ask "Wha is a digni ied pe son?", we ask "Does
he o she mee ma ke expec a ions?"
This shi has p o ound psychological consequences. S uden s dep i ed o he igh o make
mis akes, o sea ch, o eel anxie y, lose he abili y o o m an au hen ic inne "I". Ins ead, hey
cons uc an adap i e "I-compe i o ", shaped by he logic o ex e nal e i ica ion. As a esul , we do
no o m a subjec , we cul i a e a cogni i ely unc ional shell ha has no hing o do wi h empa hy,
digni y o esponsibili y o he u u e [8].
A a deepe le el, his o ms a pedagogy o aliena ion. Be ween he s uden and he eache
he e is a con ac , be ween hinking and he p og amme he e is a empla e, be ween dialogue
and he sys em he e is a p o ocol. Educa ion becomes silen no because i does no speak, bu
because i no longe lis ens. And his is he momen when he ace disappea s. As Le inas empha-
sises, ue e hics begins when I encoun e he ace o ano he [9]. Bu how can I encoun e wha
he sys em has lea ned no o see?
No less des uc i e is he in luence o adminis a i e me alanguage, which subs i u es mean-
ings: "load" ins ead o "in e ac ion", "con ingen " ins ead o "communi y", "quali y" as a digi al ab-
s ac ion wi hou ques ions o digni y o eedom. The language o educa ional documen s has
become he g amma o objec i ica ion, in which he subjec is ans o med in o an a icula ed
code. This is no longe jus unc ionalism – i is he semio ic e asu e o humani y [10].
Such language no only ep oduces s uc u es o powe – i cons uc s aliena ion as he
no m. The eache does no hink abou us , he hinks abou documen a ion. The s uden does
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Educa ional policy and e o ms: he impac o globaliza ion
no alk abou anxie y because he e is no wo d in he sys em wi h which o a icula e i . And his
is whe e language loses i s humanis ic unc ion – i is no longe ecogni ion, i is con ol, e i ica-
ion, aliena ion.
I is also impo an o pay a en ion o he a ec i e diso ien a ion p oduced by such an edu-
ca ional s uc u e. When s uden s do no see ha hei expe ience is aluable, when eache s a e
no longe a p esence bu me ely a du y, an a ec i e oid a ises ha abso bs all mo i a ion. People
no longe wan o lea n – no because o laziness, bu because hey a e no hea d as subjec s o
pain and hope [11].
Globalisa ion, he e o e, has no only e ased cul u al speci ici y – i has uni ied silence. Wha
was once he e hical ace o educa ion – ca e, a en i eness, dialogue – has now been eplaced
by o ma , deadlines, and elec onic chains o con ol. And ha is why he e is a need o no a
cosme ic bu an on ological e o m o pedagogy: no abou ools, bu abou encoun e . No abou
compe ence, bu abou digni y. No abou managemen , bu abou p esence.
As S. K ymsky w i es, educa ion wi hou a sense o spi i ual con inui y, wi hou a common
ho izon, wi hou a language o coexis ence, becomes a means o shaping a pe son wi hou adi ion,
wi hou a ace, wi hou a hea [12]. And so we mus ask ou sel es: wha do we lose when we a e
no longe able o say o a s uden , "I see you"? And wha will we gain i we da e o say i , despi e
all he ins i u ional ine ia?
Bu pe haps he deepes loss we ha e expe ienced is he loss o he wo d ha ecognises.
No he wo d ha in o ms, no he wo d ha e alua es, bu he wo d ha add esses. Because
pedagogy begins no wi h e o m, bu wi h speech in which he o he eels: "you a e". And i we
eally wan o u n ou aces back o educa ion, we mus begin by es o ing digni y o speech.
Mo e on his la e . Abou wo ds ha do no command, bu lis en. Abou silence ha is no
emp iness, bu us . Abou language ha is capable o saying: I see you.
Pos - u h and he pedagogy o disconnec ion
"To hink does no mean o ha e hough s. I means o be accoun able o you sel and he wo ld
o wha you belie e o be ue." (S. K ymsky).
We li e in an age when u h i sel has become ulne able. Pos - u h is no jus a poli ical o
media s a egy, i is an on ological e en in which us , con ex and esponsibili y a e disin eg a -
ing. In he ield o educa ion, his collapse akes on a pa icula ly dange ous o m – he pedagogy
o disconnec ion, whe e knowledge loses i s e hical quali y and eache s lose hei abili y o be
condui s o uni ying u h.
Educa ion in he pos - u h e a does no di ec ly deny u h – i dissol es i in o an in in-
i y o opinions, imp essions and subjec i e posi ions. E e y hing has a igh o exis , bu no hing
has powe . In his si ua ion, ins ead o seeking u h, s uden s seek con enien in e p e a ions,
and eache s, in o de no o be accused o " o cing u h", hide hei in ellec ual posi ion behind
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neu ali y. This c ea es a new o m o disconnec ion: a gap be ween knowledge and alue, be ween
wo ds and eali y, be ween educa ion and li e [13].
In such condi ions, silence becomes he pedagogical no m. No silence as dep h, bu silence
as a oidance. The eache does no da e o call wa wa , con emp humilia ion, populism lies. And
he s uden does no demand he u h because he no longe belie es ha u h is possible a all.
This gi es ise o a ec i e amnesia – an emo ional habi o no seeing eali y in o de no o su e ,
no o ake isks, no o be weak. Thus, he educa ional space is illed wi h o ms wi hou meaning,
iden i ies wi hou subjec i i y, and speech wi hou esponsibili y [14].
In his wo ld, lies encoun e no esis ance – hey a e quie ly co-op ed by he language o edu-
ca ion, eplacing complex ques ions wi h simple ames: "be ole an ", " emain neu al", "app ecia e
all posi ions". Bu such pseudo-plu alis ic language does no libe a e, i pa alyses, because i gi es
no name o e il, good, s eng h o weakness. Educa ion becomes a space o o al cau ious comp o-
mise – packaged consen o epis emological emp iness.
As M. Nussbaum w i es, democ acy canno su i e wi hou he abili y o speak he u h –
no as an objec i e o mula, bu as e hical ideli y o human expe ience [6]. Educa ion ha is silen
abou pain, injus ice o dis o ion is no neu al – i is a pa icipan in aliena ion. And his is whe e
we encoun e wha K ymsky called " he loss o u h as he dominan o ce in cul u e". Pos - u h
is no an e a wi hou u h. I is an e a whe e eache s a e a aid o be u h ul and s uden s
do no expec o hea he answe .
The pedagogy o disconnec ion is no only some hing ha b eaks he ela ionship be ween
eache and s uden . I is some hing ha disconnec s a pe son om hei inne mo al compass.
Knowledge is no longe bo n as a disco e y – i is deli e ed as a commodi y, neu al, sa e, s e ile.
This app oach excludes auma – bu i also excludes ans o ma ion. And wi hou auma and
u h, he e is no becoming. The e is only a simula ion o lea ning, in which no one belie es anyone
else, bu e e yone poli ely ollows ins uc ions.
Howe e , i is p ecisely a he momen o disconnec ion ha a chance o a new connec ion
a ises – no based on sameness, bu on us . T us is no consensus o ole ance. I is a willing-
ness o be ulne able o o he s wi hou demanding gua an ees. And his is whe e educa ion can
once again become a space o hope: whe e u h is no imposed bu wi nessed; whe e he eache
does no "ha e he answe s" bu shows he cou age o be in he ques ion.
A e u n o u h is no a es o a ion o old au ho i a ian hinking. I is he disco e y o a new
pedagogy: e hical, linguis ic, us ing. As S. K ymsky w o e, u h is no only wha co esponds o
ac s, bu wha is in e nally binding. And his is he kind o educa ion we s i e o : no pe ec , bu
hones wi hin he limi s o human impe ec ion.
Pedagogy ha does no see: he auma o non- ecogni ion
"When he o he ceases o be an e en , I become a wall o mysel ." (S. K ymsky).
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In mode n educa ion, i is no o e iolence ha is becoming mo e common, bu silen io-
lence. No h ough humilia ion, bu h ough a lack o ecogni ion. The s uden lis ens, bu eels ha
hey a e no being hea d. The eache speaks, bu does no belie e ha hey a e being seen. The
class oom, he uni e si y lec u e hall, e en he Zoom lec u e become a space o mu ual absence,
whe e e e yone is physically p esen , bu no one is uly he e.
This is no jus psychological discom o . I is a pedagogical pa hology ha A. Honne h de-
sc ibed as he auma o non- ecogni ion: a si ua ion in which he subjec does no ecei e con i -
ma ion o hei alue, exis ence, o igh o be [13]. In such condi ions, lea ning ceases o be an
in e ac ion and becomes a p ocedu e. The eache becomes a speake wi hou an audience. The
s uden becomes an audience wi hou a lis ene . And bo h accumula e a deep anxie y: Is he e any
poin in being he e i no one sees me as a li ing pe son?
Pa adoxically, he ex e nal ac i i y o he sys em is inc easing: new s anda ds, digi alisa ion,
ce i ica ions, g an s, inclusion policies. Bu inside, he e is a lack o connec ion. We inc easingly
desc ibe he s uden as a "mul i ace ed subjec o he educa ional p ocess" – and ask less and
less: How do hey eel oday? Do hey us me? Can I call hem by name wi hou documen a ion?
This disconnec be ween o m and p esence c ea es a oid – a ec i e, iden i y- ela ed, e h-
ical. We ha e lea ned o measu e success, bu no o see a igue. We can calcula e a endance
a es, bu we canno answe he silen ques ion: am I impo an o anyone he e?
And his is whe e auma begins. I has no ex e nal mani es a ion. I sp eads in e nally – as
an expe ience o in isibili y, as a slow loss o hope ha someone will ecognise you p esence. The
auma o non- ecogni ion is no a one- ime ac . I is a s uc u al habi o he sys em o igno e a
pe son as ano he uni e se.
As neu opsychology shows, ecogni ion ac i a es he same a eas o he b ain as physical
sa e y [14]. Lack o ecogni ion is an ala m signal ha he body and mind in e p e as dange .
In o he wo ds, we a e no jus dealing wi h a pedagogical mis ake, bu wi h neu opsychological
des abilisa ion ha unde mines us in he lea ning p ocess i sel .
In his con ex , i is ex emely impo an o e e o S. K ymsky, who w o e: "A pe son can
endu e pain, bu canno endu e p olonged indi e ence. Because indi e ence is a silen expulsion
om cul u e". And his is exac ly wha we ha e in educa ion oday: a silen expulsion o digni y
h ough he indi e en no m o no no icing.
Bu he e is a way ou . And i s a s wi h he simples hing – he ac o pedagogical gaze.
F om he momen when he eache does no jus ead a lec u e, bu mee s someone wi h hei
eyes. When he s uden does no jus lis en – bu eels ha someone is looking o see, no o
e alua e. This momen is no a echnology o a skill. I is he e hics o p esence, which canno
be simula ed.
Pedagogy ha ecognises his does no gua an ee success. Bu i c ea es condi ions in which
a pe son da es o be hemsel es. And his is he highes o m o educa ion. Because digni y
canno be ins illed. Bu i can be ecognised. And his is al eady he beginning o a di e en kind
o educa ion.
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Conclusion: pu ing people back a he cen e o discou se.
The i ony o he echnoc a ic e a is ha , in i s ques o imp o e educa ion, i is g adually be-
aying i s highes alue: he o ma ion o he Human Being. Language is no neu al in his p ocess.
As we ha e shown, om P.-M. Foucaul and P. Ricœu o M. Bube , W. Welsh, W. Benjamin,
H. U. Gumb ech and S. K ymsky, a ious hinke s ag ee ha language e lec s ou powe , e hics,
cul u e and e en ou memo y o ou sel es. The e o e, he s uggle o he humanisa ion o educa-
ional discou se is a s uggle o he soul o educa ion.
A cul u e o digni y begins wi h wo ds. I we wan a pedagogy o coexis ence, a pedagogy o
us and eedom, we mus i s lea n o speak he language o eedom and us . This equi es
cou age – a e all, i is easie o hide behind amilia bu eauc a ic o mula ions han o call hings
by hei p ope names. Bu i is p ecisely his linguis ic cou age ha pa es he way o eal change.
To pa aph ase H.-G. Gadame , unde s anding in educa ion is no he ans e o in o ma ion, bu
coexis ence in he linguis ic ho izon. The e o e, by changing he linguis ic ho izon – cleansing i
o he oxic umes o echnoc acy and illing i wi h he oxygen o humani y – we will p epa e he
g ound o a new educa ional eali y.
An educa ional discou se ha does no be ay bu p o ec s he indi idual is possible. I will be
i onically ee om bu eauc acy, ye deeply academic in con en ; concep ually s ong, ye unde -
s andable o he hea . I is a language in which wo ds egain hei au a – because behind hem lies
espec o he indi idual. In his language, he "con ingen " once again becomes a communi y o
s uden s, "se ice" becomes a calling, and "capi al" becomes digni y. And hen, pe haps, educa ion
will ul il i s mission: no only o impa knowledge, bu also o p ese e and mul iply humani y in a
wo ld ha despe a ely needs i .
Re u ning people o wo ds: he language o us , ecip oci y, and ecogni ion
"Wo ds a e no jus a means o communica ion. They a e he p esence o cul u e p ese ed in
speech, which ecognises he human being." (S. K ymsky).
How we los ou oice.
In mode n educa ion, wo ds oo o en become a unc ion. They pe o m, ansmi , ins uc – bu
a ely add ess. The shell o speech, once in ended o encoun e , is now inc easingly used as a ool o
con eying ins uc ions, mo i a ions, policies, and p og amma ic posi ions. In ac , 21s cen u y educa-
ion has lea ned o speak beau i ully abou alues wi hou add essing any indi idual. Somehow, wo ds
ha e become public bu no in ima e, and we know how o speak o he "seeke " – bu no o you.
The eal i ony is ha e e y ime e o ms y o "imp o e communica ion in he educa ional
en i onmen ", we ge ano he ins uc ion – no an appeal. The educa ion sys em speaks, bu no
longe hea s i sel . I speaks a lo , compe en ly, KPI-app o ed – bu li elessly. And he e we canno
help bu ecall M. Bube , who wa ned: language wi hou ele ance is pseudo-language, i is "I–I "
a he han "I–You" [17].

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P. Ricœu : Speech as an e hical ac .
Fo P. Ricoeu , speech is no a channel o in o ma ion, bu an ac o e hical esponsibili y.
Speech always includes he O he : he one we add ess, he one we ecognise, he one we espond
o. And e e yone who speaks bea s mo al esponsibili y o he eali y hey c ea e. By calling
someone a "con ingen ", we do no simply educe hem – we exclude hem om he ci cle o
mo al ision [17].
A uni e si y ha alks abou "educa ional se ices" is no add essing indi iduals, bu an admin-
is a i e phan om wi h which i is com o able o communica e only in he language o ac s. And
when such language becomes dominan , he e y idea o pe sonal add ess is de alued.
P. Ricœu would no be en husias ic abou mode n educa ional b ochu es. Bu he would ask no
"Whe e is he u h?" bu "Who is speaking he e? And o whom a e hey add essing hemsel es?"
M. Bube : The Wo d Tha Sees.
M. Bube buil his philosophy a ound one simple bu adical s a emen : only whe e he e is
"I–You" is human eali y possible. In he "I–You" space, he wo d acqui es he abili y o ouch. I
is no a unc ion, bu a ges u e, an in ona ion, a emo o p esence. A wo d spoken as "You" will
ne e be ay – because i does no desc ibe, bu encoun e s. This is he essence o pedagogical
digni y: o see and be seen h ough language.
M. Bube would no be su p ised ha in he e a o Zoom educa ion we speak in o emp iness.
Bu he would emind us: some imes silence in he class oom speaks loude han a six een-slide
p esen a ion.
S. K ymsky: The memo y o cul u e in one sen ence.
Fo S. K ymsky, wo ds a e no jus a means o communica ion. They a e a o m o cul u al
memo y in which he spi i o gene a ions li es on. When we say "s uden ", we mean no only a
s a us, bu also he image o someone called o lea n, as a meaning ul e en o being. And i we
eplace his wo d wi h "con ingen ", we a e no jus changing he ocabula y. We a e dep i ing he
educa ional space o memo y, con inui y, and dep h. S. K ymsky emphasised: "Whe e he digni y o
speech is los , aliena ion begins as a s yle o cul u e".
When we say "academic communi y" ins ead o "con ingen ", i is al eady an ac o esis ance.
A small linguis ic libe a ion. A d op o e u n.
E. Illouz: T us as a ec i e since i y.
E. Illouz, analysing con empo a y cul u e, speaks o a c isis o since i y. We a e a aid o be
au hen ic because he socie y o emo ional capi alism demands con olled emo ionali y. In educa-
ion, his mani es s i sel as p o essional de achmen , pseudo-impa iali y, and emo ionally aceless
"co ec ness". Bu ue us is no abou s e ili y. I is abou he isk o being in a wo d ha
gua an ees no hing bu means e e y hing.
When a eache add esses he audience no as a "g oup" bu as indi iduals, hey may make
mis akes – bu hese will no be insince e. E. Illouz says ha emo ional since i y is no a weakness,
bu a condi ion o human u h.
P. Palme : Pedagogy ha lis ens.
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P. Palme , in his pedagogy o wholeness, pu s i simply: "Teaching is no he ansmission o
in o ma ion, bu he p esence be o e u hs ha a e g ea e han ou sel es".
This means ha pedagogical speech should be open, lis ening, no comple ely con olled. The
language o educa ion should no sound like a Google calenda . I should be a li le emulous.
A li le ali e. A li le ou s. P. Palme says ha ea is he main ba ie o digni ied speech. Because
we a e a aid o no knowing, o making mis akes, o saying some hing ha is no p o ocol. Bu o
acknowledge his ea – and s ill speak om he hea – is an ac o pedagogical cou age.
H.-G. Gadame and H. U. Humb ech : Language as co-exis ence.
In his he meneu ic p ojec , H.-G. Gadame a gued ha unde s anding is only possible in dia-
logue, when we a e eady o lis en as i he O he migh be igh . H. U. Gumb ech adds: unde -
s anding is no jus deciphe ing meanings, bu being p esen .
The e o e, educa ional language ha s i es o digni y is no one ha explains, bu one ha
is p esen . I does no p oclaim, bu sha es b ea h.
Glossa y o linguis ic e u n.
We al eady began his p ocess in he p e ious sec ion, and he e we con inue:
1. Bu eauc a ic exp ession – Linguis ic al e na i e o he cul u e o digni y.
2. Con ingen – Academic communi y.
3. Human capi al – Pe sonal digni y in de elopmen .
4. E ec i eness o lea ning – Meaning ul dep h o lea ning expe ience.
5. KPI – Dynamics o meaning and g ow h.
6. Quali y o educa ion – Ha monious pe sonal g ow h.
7. Educa ional se ice – Call o join lea ning.
8. P o essional neu ali y – P esence wi h ecogni ion o o he s.
When speech e u ns, pe sonali y e u ns.
A language ha ecognises o he s does no need p o ocol. I is no ushed. I b ea hes.
A wo d ha can say "you" al eady ans o ms lea ning in o an encoun e a he han a unc ion.
This is no pa hos, no a me apho – i is he deepes wo k o a cul u e o digni y, which begins
wi h a ph ase ha sees. S. K ymsky w o e: "The e is no o he way o a pe son excep ha which
is pa ed wi h wo ds, wi h an add ess ha ecognises". We mus no simply b ing people back o
educa ion. We mus b ing hem back o sen ences. To add esses. To language ha does no be ay.
"Le me be inspi ed", said educa ion i sel , which inally ook o i s o mal clo hes, s ood ba e oo
and asked, "Le me be ali e again".
The poe ics o educa ion as he e hics o lis ening
"Cul u e begins wi h lea ning o hea no only ou sel es." (S. K ymsky).
In an age when e e yone speaks bu no one lis ens, pedagogical lis ening becomes a adical
ac o humani y. I is no a communica ion skill o a so skill. I is an e hical ac , p o ound and
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de enceless. The abili y o lis en in educa ion is no a me hod, bu a p e equisi e o a digni ied
encoun e in which he O he has he igh no only o speak, bu o exis in he wo d wi hou
ha ing o igh o i .
Lis ening is a way o ecognising he o he as a sou ce o u h, no as a backd op o one's own
expe ise. Lis ening is a enuncia ion o he monopoly on meaning. And ha is why ue lis ening is
always a li le dange ous: i changes he lis ene .
H.-G. Gadame : Dialogue in which u h lies be ween.
H.-G. Gadame emphasised ha unde s anding is ne e he ac o a single subjec . T ue unde -
s anding a ises in dialogue, in he " usion o ho izons" – when my expe ience encoun e s you s, and
we a e bo h no longe he same as we we e be o e [18].
To lis en means o admi ha he O he may be igh . I does no mean o ag ee. I means o
open he doo o a meaning ha is no mine. And when we ans e his o pedagogy, i becomes
ob ious: a eache who does no lis en does no each – he eads a monologue agains he back-
d op o li ing beings.
Lis ening is a e usal o inalise meaning. The e o e, in an educa ional space domina ed by
con ol, p o ocols and s anda dised answe s, lis ening seems suspicious. Because whe e he e is
lis ening, he e is a chance o he unexpec ed. And ha means eedom.
The i ony is ha many uni e si ies al eady o e cou ses in "c i ical hinking", bu he e a e
almos no cou ses in "c i ical lis ening". Because lis ening is no as p es igious as speaking.
H. U. Gumb ech : A p esence ha canno be measu ed.
H. U. Gumb ech in oduces a bold idea in o pedagogy: no e e y hing ha is impo an can be
ep esen ed. The e is some hing ha canno be explained, ansla ed in o numbe s o ex s. This is
p esence. When we lis en, we do no jus pe cei e in o ma ion. We a e he e, we sha e he silence,
we c ea e a space in which he O he is no a aid o appea .
H. U. Gumb ech calls his "p esence p oduc ion" – an ac in which we allow hings o be
a ound us wi hou demanding meaning o p oduc i i y om hem [18].
In he class oom, his means ha a eache who lis ens is no jus a " ole an " educa o .
They a e someone who c ea es an en i onmen in which s uden s da e o speak u h ully. No o
e alua ion. No o app o al. Simply o be hea d.
P. F ei e: Lis en o hose whom no one has hea d.
P. F ei e wa ned: he silence o he opp essed is no he absence o a oice. I is he absence
o a lis ene . In he pedagogy o opp ession, he eache is he mic ophone o he sys em, no he
ea o he pe son. Bu when we lis en o he s uden no as impe ec , bu as an equal pa ne in
he sea ch o u h, we open up a space o libe a ion.
Lis ening is he i s s ep owa ds digni y. Because libe a ion does no begin wi h slo-
gans, bu wi h someone da ing o speak, knowing ha hey will no be in e up ed. Lis ening
is a way o gi e space o auma, expe ience, memo y – wi hou in e p e a ion o co ec ion.
Some imes he bes pedagogical ac ion is no o espond, bu o lea e a silence in which he
wo d is s ill ma u ing.
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S. K ymsky: Silence ha acknowledges.
S. K ymsky w o e: "The e is he silence o indi e ence and he silence o lo e. The i s e ases.
The second acknowledges". In pedagogy, silence is usually in e p e ed as a ailu e: he s uden did
no answe , he eache did no con inue, ime s opped. Bu in a cul u e o digni y, silence is a o m
o lis ening, o coexis ence wi hou p essu e. I is no silence as he absence o sound, bu silence
as a space whe e one can be unce ain, weak, incomple e – and no be de alued.
The educa ional poe ics o silence is when we lis en no only o wo ds, bu also o he silence
be ween hem. In a class oom whe e he e is such silence, a s uden can eel o he i s ime in
hei li e ha hey a e no being e alua ed – hey a e being wai ed o .
Poe ics as e hics: speech ha does no in e up .
Poe ics in educa ion is no deco a ion o s yle. I is a o m o espec . When wo ds do no cu ,
bu open. When in ona ion does no dic a e, bu in i es. When a ph ase sounds no like a command,
bu like a gen le un olding o space o he O he .
Poe ics is no abou "saying i beau i ully". I is abou saying i in such a way ha he O he
can be he e. Poe ic hinking is when you do no y o say e e y hing a once. I is when you lea e
oom in a ph ase o he o he o b ea he. I is when a sen ence does no close o meaning, bu
opens he doo o i .
Glossa y o lis ening:
1. Educa ional s amp – Al e na i e o he cul u e o digni y.
2. Conduc ing a class – Co-p esence in he space o meaning.
3. Knowledge con ol – Suppo ing de elopmen .
4. Lec u e 's monologue – Open sea ch dialogue.
5. Ac i a ion o a en ion – In i a ion o mu ual lis ening.
6. S uden esponse – Meaning ul e en o he mee ing.
7. Speech me hodology – E hics o lis ening.
A e wo d: o lis en is o belie e ha he O he exis s.
Lis ening in educa ion is no a echnique. I is an an h opological posi ion. I is a s a emen :
I belie e ha you exis , e en i you a e s ill silen . I is a willingness o wai , no o ush, o le
wo ds happen. The poe ics o lis ening is when you don' jus le he O he speak, bu allow hem
o be. A a ime when he language o educa ion inc easingly sounds like noise, lis ening becomes
an e hic o esis ance. And i we e u n his e hic o he hea o pedagogy, pe haps educa ion will
begin o speak wi h us again. And no jus o us.
"The e is silence ha e ases. Bu he e is silence ha emb aces." (S. K ymsky).
Silence in he class oom: p esence wi hou domina ion
Among all educa ional ools, he leas unde s ood emains... silence. I is ei he seen as a
echnical pause – "a momen o eco ding" – o as a symp om – "s uden s a e inac i e". Bu in
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a cul u e o digni y, silence is a place o p esence whe e he eache does no demons a e, does
no p essu e, does no con ol, bu simply is.
Silence does no always mean passi i y. Some imes i means a willingness no o des oy he
O he wi h a eady-made answe .
H. U. Gumb ech w o e abou physical p esence as " he e ec o esona ing silence" [19]. Edu-
ca ional silence is no a b eakdown in communica ion, bu an in e nal pause o he bi h o meaning.
No e e y hing has o be said. Some hings ha e o be endu ed. In such silence, he eache
ceases o be a sou ce o knowledge and becomes a condi ion o he un olding o he s uden 's
hinking. I is a silence ha does no co ec . I belie es in he p ocess o ma u a ion. I is silence
as a o m o espec ha sounds loude han any explana ion.
S. K ymsky spoke o "e hical silence" as a space whe e wo ds ha e no ye become dominan ,
bu a e al eady an in i a ion. Some imes being silen nea by is saying, "I am he e. And I will no
demand ha you espond immedia ely".
Silence wi hou coe cion.
The e is silence ha opp esses – he silence o ea . And he e is sac ed pedagogical silence.
This is whe e s uden s do no "gi e he igh answe " bu lis en o hemsel es o he i s ime.
This is when he class oom becomes a place o in e nal dialogue – unin e up ed by he clicking
o slides.
Pa adox: he bes ques ions come no when you ask hem, bu when you don' in e e e wi h
hem coming.
A b ie summa y – no wi h you oice.
Being p esen does no always mean speaking. Some imes i means being he e wi hou aking
up space o he O he . Silence is no emp y. Silence is ull o us .
3.3 Digni y as a me hodology
Digni y: no a slogan, bu he epis emology o coexis ence
"Digni y is no some hing ha is decla ed. I is how you ea he O he when no one is keep-
ing sco e".
Digni y is a wo d wi h a public biog aphy: i is displayed in mani es os, inco po a ed in o codes
o co po a e e hics, and used o embellish e o m s a egies. Bu he loude i is p oclaimed, he
mo e o en i loses i s abili y o look you in he eye. In pedagogy, digni y isks becoming a "label o
humanism" which, in essence, o en changes no hing in he s uc u e o ela ionships.
We p opose some hing else: o see digni y no as a slogan, bu as a me hod o cogni ion, no
as a decla a ion, bu as an epis emology o coexis ence. Because i is h ough digni y ha we no
only lea n some hing abou he O he – we ne e emain he same. We become someone new in he
p esence o he O he . This momen o ans o ma ion – sub le, no always no iceable, bu deeply

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human – is he beginning o digni y as a cogni i e expe ience. I is in his change, in openness o
in luence, ha a new epis emology is bo n: no ins umen al, bu ela ional. No objec -o ien ed,
bu encoun e -o ien ed. T adi ional educa ional epis emology is ied o a ionali y, objec i i y, and
con olled knowledge. I p esupposes a subjec ha obse es, in e p e s, and e alua es. Bu in
in e ac ion wi h a li ing pe son, knowledge a ely a ises as con ol. I appea s whe e he e is us ,
openness, and a sha ed momen .
Digni y is when I do no iew you as an objec o my ce ain y, bu ecognise you abili y o be
a sou ce o meaning.
The o mula o he epis emology o digni y does no sound like "I know mo e", bu a he "we
c ea e knowledge oge he , e en i i pu s us in an awkwa d posi ion". And he ein lies he adical
di e ence be ween digni ied pedagogy and i s au ho i a ian shadow. Bu he shadow ea s open-
ness. Digni ied pedagogy, on he con a y, us s ulne abili y as a space o hinking. Tha is why,
when we e hink in elligence in he pa adigm o a cul u e o digni y, we mo e away om he image
o he "winne o he discussion". In elligence is no longe a means o domina ion, bu a o m o
hospi ali y, a way o in i ing he O he in o one's space o men al e o wi hou equi ing hem
o p o e hei wo h. I is in his con ex ha P. Palme speaks o " he in eg i y o eaching" as a
willingness no only o know, bu also o be ulne able in knowledge, as he cou age o a eache
o be unp o ec ed by a scheme, bu p esen in hough . "A ue eache is one who isks being in
knowledge a he han abo e knowledge" [20].
Decen pedagogy does no ask "A e you wo hy o being hea d?", i asks "How can I lis en
so ha you opinion is hea d?". This is no he in ellec o a winne , bu he in ellec o a gues . One
ha opens up space – a he han app op ia ing i o onesel .
Cogni ion as co-exis ence.
Knowledge in a cul u e o digni y is always an encoun e , no a monologue. P. Ricoeu a gued
ha any knowledge abou he O he is al eady an ac o e hical in luence [21]. In he educa ional
space, his means ha he eache does no simply o mula e he u h, bu in luences who hei
s uden can be wi hin he limi s o his u h.
The epis emology o coexis ence is when I hink no abou you, bu wi h you. When I do no
o m an idea abou you, I o m an idea oge he wi h you. He e, knowledge is no ansmi ed – i
ma u es in ecip oci y. No as an ins uc ion, bu as a mu ual willingness no o ha e he las wo d.
An i-slogan.
Digni y ha eally wo ks ne e needs loud wo ds. I s p esence is el no in mani es os, bu in
in ona ion, in he pause be o e answe ing, in he willingness o lis en, e en when i is uncom o able.
This is no a deco a ion o e o m – i is an e hical mode o e e yday li e. Educa ion in digni y is no
abou s anda ds. I is abou ensu ing ha no one is educed o a s anda d. Digni y is no a bonus o
a success ul educa ion policy. I is he poin om which policy begins o alls apa .
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An i onic pos sc ip .
The i ony is ha oday he wo d "digni y" o en appea s in missions, on websi es, and in uni-
e si y b anding. Bu b anding does no sa e om humilia ion. And i objec i ica ion, con emp o
hie a chical dea ness eign in he in e nal communica ion space, no ex can co e up he silence in
which a pe son is in isible. Because digni y does no begin wi h a o mula ion. I begins wi h a gaze
ha does no e alua e bu ecognises.
A ec i e pedagogy: p esence, body, and esponsibili y
"We each no only he b ain. We each p esence. And p esence is always a body ha eels
some hing, e en when i is silen ".
Why a e a ec s impo an in educa ion?
Educa ion has long ied o e adica e a ec . I was buil as i a pe son we e only a mind, discon-
nec ed om he body. The less emo ion, he mo e e iciency. The less body, he mo e objec i i y.
Bu he body does no disappea . I si s silen ly in classes, b ea hes in lec u e halls, goes numb
du ing exams, and ge s i ed when i is no hea d. A ec s a e no he "emo ional side o eaching".
They a e a undamen al condi ion o human in e ac ion ha ei he igni es hinking o blocks i .
M. Nussbaum con incingly a gues in he book "Poli ical Emo ions" ha emo ions a e no sub-
jec i e noise, bu he e hical compass o democ a ic cul u e [22]. In pedagogy, i is he same:
emo ions do no in e e e, hey indica e whe he he e is a connec ion. I a s uden does no us ,
hey do no hink, hey de end hemsel es.
The body in he class oom: p esence wi hou pe mission.
M. Me leau-Pon y a gued: "I am my body. I pe cei e, he e o e I am physically p esen " [23].
The body is no jus a "b ain ca ie ". I is a subjec o pe cep ion ha cons an ly eels: sa e y,
h ea , p essu e, silence, suppo o con ol. Pedagogy ha igno es he body is pedagogy ha
misses he pe son. A s uden 's body does no ead he con en o slides, bu a he he one o
he eache 's oice, hei a igue, since i y, p esence o absence. The body is he i s audience o
eac e en be o e he b ain has o mula ed "unde s ood".
A ec i e esonance: why i a ec s us.
H. Rosa speaks o " esonance" as an exis en ial c i e ion o au hen ici y: i an e en does no
a ec you, you a e no in a ela ionship wi h i . In pedagogy, his means ha lea ning wi hou a ec
is no a ela ionship, bu a ans e o da a. A ec s a e he echoes o u h in he body. When
some hing bo he s, mo es, o i i a es you, i is a signal: meaning has en e ed he zone o you
li ing p esence. And pedagogy ha does no c ea e esonance c ea es indi e ence. Indi e ence is
he eal loss o pedagogical connec ion.
Responsibili y is no con ol, bu openness.
P. Ricoeu in e p e ed esponsibili y as a esponse o he in i a ion o he O he [21]. In ped-
agogy, his means no "managing a g oup" bu being in sensi i e coexis ence wi h i .
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The eache should no con ol emo ions. They should be open o hei p esence, ecognising
ha in e e y pai he e a e no only no es, bu also expe iences o loss, anxie y, shame, inspi a-
ion – and ha his is p ecisely wha cons i u es he con en o he lea ning p ocess.
Con ol is ea o li e. Responsibili y is us in li e, e en in i s unp edic abili y.
Modes y o p esence.
S. K ymsky w o e: "A eache is no a demons a o o knowledge. I is a pe son who has he
cou age o be p esen whe e o he s seek p o ec ion in pa e ns". [24] P esence does no mean
being pe ec . I means being human, embodied, angible. Saying "I don' know" is no a weakness,
bu an example. Hea ing a s uden 's emo ion is no emo ional ulne abili y, bu e hical ac ion.
In a cul u e o digni y, emo ions a e no o bidden e i o y. They a e a sou ce o dep h. The
body is no a shadow o hough . I is a o m o hough . And esponsibili y is no accoun abili y. I
is he abili y o be oge he wi hou hiding.
Educa ion o ulne able people: auma-in o med humanism
"We do no each abs ac minds. We each people who ha e expe ienced loss. And con inue
o lea n – e en h ough pain".
T auma-in o med as he e hics o acknowledging pain.
Uk ainian educa ion in he 21s cen u y is o ced o wo k wi h auma ha is no an indi idual
pa hology, bu a mass expe ience. Wa , o ced displacemen , loss o home o lo ed ones, social
u bulence, he legacy o pos - o ali a ian schooling – all o his a ec s he in e nal a chi ec u e o
a s uden , e en when hey emain silen [25, 26]. T adi ional academic cul u e was no p epa ed
o such a scale o ulne abili y. I hough in e ms o "success" and "mo i a ion", bu did no ask:
wha o do when a pe son is ba ely holding on? The auma-in o med app oach is no he apy, bu
he pedagogy o e hical lis ening. I ecognises ha lea ning is impossible when he b ain is s ill in
"su i al" mode [25, 27].
T auma-in o med humanism is educa ion ha does no ask "why a e you so weak", bu asks
"wha happened o you – and how can I be he e o you?".
The eache as a bea e o sa e p esence.
In condi ions o mass auma, he eache ceases o be me ely a bea e o knowledge – hey
become a igu e o sa e y egula ion. Thei oice, gaze, and eac ion can ei he calm o ac i a e
igge s. The auma-in o med app oach in i es he eache o a di e en p esence: no as a judge
o lec u e , bu as a sou ce o suppo ha does no humilia e [28].
Neu opsychology con i ms ha when he b ain is unde ch onic s ess, i s lea ning cen es
a e blocked. Hype ac i a ion o he amygdala, supp ession o he hippocampus, and dis up ion o
co isol egula ion all make memo isa ion and hinking nea ly impossible [29, 30]. Only he sense
o secu i y ha comes om he p esence o a s able, iendly igu e allows he ne ous sys em o
" e u n" o lea ning.
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A auma-in o med eache does no "admi " a s uden o knowledge. They c ea e a space in
which he s uden can be p esen – wi h all hei expe iences, including pain.
The educa ional en i onmen : a space o e- auma isa ion o healing? Uni e si y is no jus a
p og amme. I is an en i onmen ha ei he heals o deepens wounds. Any hing can be a igge :
he one o he eache , he a mosphe e o he exam, he lack o choice, an unexpec ed ask, silen
humilia ion in he g oup.
T auma-in o med pedagogy asks no only "wha we each", bu also how we emain silen ,
how we look, how we lis en. Resea ch con i ms ha spaces whe e s uden s eel emo ionally and
physically sa e ha e highe academic esul s, ewe d opou s, and g ea e engagemen [31]. Simply
implemen ing lexible deadlines, b eaks o egula ion, ooms o silence o psychological suppo
will no "spoil s uden s" bu will make hem capable o lea ning.
The body emembe s, and silence acknowledges.
B. an de Kolk w o e: "The body keeps he sco e" [32]. E en when he mind wan s o o ge
he auma, he body eac s o signals as i hey we e a h ea . And hen he s uden is seemingly
in he class oom, bu in eali y – in ano he eali y: mu led, heigh ened, domina ed by ea , shame,
con usion. Digni y pedagogy mus ecognise hese signals – aliena ion, a oidance, wi hd awal – and
no pe cei e hem as "p oblema ic beha iou ". T auma-in o med means seeing he pe son, no jus
hei eac ion.
Some imes he mos impo an ges u e is silence. Silence ha does no ush, does no o ce
a esponse, does no p essu e wi h a "plan". I is silence ha is close by. S. K ymsky called his
"silen solida i y" – a p esence ha acknowledges su e ing wi hou objec i ying i [26, 33].
Academic coldness as a o m o de ence.
Pa adox: i is p ecisely hose who should be mos sensi i e o ulne abili y – he academic
communi y – who ha e o en cul i a ed a cul u e o "neu al de achmen ". P o essionalism has
been equa ed wi h coldness. Objec i i y – wi h disembodimen . Bu in eali y, i is a de ence agains
a ec . Agains he ea o no being able o cope i you allow you sel o eel [31], [34].
T auma-in o med pedagogy does no ejec eason. I simply does no ejec he pe son who
c ies unde i s weigh .
Pedagogy o empa hy and us : an in es men in eco e y.
Empa hy is no weakness. I is a condi ion o esilience. T us is no nai e y, bu an in i a ion
o esponsibili y wi hou humilia ion. T auma-in o med humanism is no abou com o . I is abou
ecogni ion ha gi es s eng h. A s uden who eels seen is mo e likely o lea n, ake isks, y,
make mis akes, and no disappea om he class oom – because i no longe seems hos ile [31, 35].
Educa ion wi hou digni y epea s auma. Educa ion wi h digni y opens up he u u e.
Psychoanalysis o pedagogical ea : wha is ep essed and why i is silenced.
"Pedagogy ha ea s i s own humani y ep esses no only emo ions – i ep esses i sel ".
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chap e 3. Educa ion Wi hou a Face in he Age o Exis en ial De ici :
How Globaliza ion, Pos -T u h, and he Poli ics o Meaninglessness Dehumanize Pedagogy
CHAPTER 3
lis en and a s uden who allows hemsel es o hink aloud o he i s ime – wi hou ea o
being w ong.
Educa ion ha has no ye los i s ace.
In ou age o exis en ial de ici , educa ion isks becoming a mechanism o con olling be-
ha iou , and he eache a mode a o o algo i hmic ma u a ion. Bu we s ill ha e a chance.
A chance o c ea e a pedagogy whe e s anda ds do no shape people, bu people e hink
s anda ds. Whe e compe ence is no he icke o digni y, and digni y is he beginning o any
compe ence.
The u u e is no a yea on he calenda . I is he momen when i becomes possible o ask he
audience: "Who a e we when we a e no longe a aid o hink oge he ?".
Hope is no an emo ion. I is a o m o e hical s ubbo nness.
Hope is no "e e y hing will be ine". Hope is when, e en i hings a e no ine, I will s ill be
he e. Wi h he s uden , wi h mysel , wi h meaning. When i is no abou sal a ion, bu abou
p esence in a wo ld ha has no ye gi en up on ecip oci y.
Resis ance is when we con inue o be human beings, despi e algo i hms. When educa ion is no
abou "implemen ing inno a ions" bu abou being he e.
Conclusions
Whe e humani y has no ye been los .
"Educa ion is no abou skills. I ’s abou wha will emain wi h us when e e y hing else is gone".
We began ou e lec ions, looking con usedly a an educa ion sys em ha had los i s iden i y.
We encoun e ed pos - u h, which had e ased language. We saw eache s who we e i ed o being
ali e. We lis ened o silence, which was no always sympa he ic. We called hings by hei names –
no o accuse, bu o see.
In his sec ion, we did no w i e abou e o m. We w o e abou people, pe sonali ies in educa-
ion. No hose who a e "g adua ing", "s udying", o "being assessed". Bu hose who eel. B ea he.
Sea ch. Fea . Belie e. And emain.
Pe haps his is he mos isky ac in pedagogy: no o in oduce inno a ion, bu o emain
p esen – whe e i hu s, whe e i is emba assing, whe e you do no know. Because his is whe e
digni y is bo n: no om ic o y, bu om he ac ha you did no un away.
Thank you o e e yone who was he e – wi h all you meanings, ouches, and e o s. This is
no jus ex . This is a space whe e people ha e no ye been los . And i hey a e s ill he e, hen
i is s ill possible o s a alking again. I is s ill possible o lis en. I is s ill possible o each – no
ins uc ions, bu coexis ence.
Silence.
B ea hing.
And ha is al eady pedagogy.

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CHAPTER 3
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39. F eud, S. (1923). The ego and he id. Hoga h P ess, 160.
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103
CHAPTER 4
CHAPTER 4
Managing S a De elopmen in Highe Educa ion
Ins i u ions h ough he Lens o
he "Economics o Happiness"
Abs ac
The chap e examines he p oblem o managing s a de elopmen in highe educa ion ins i u-
ions wi hin he amewo k o he "Economics o Happiness" heo y. I analyzes app oaches o un-
de s anding he phenomenon o he "Economics o Happiness" in socio-humani a ian discou se and
ou lines i s connec ion wi h human esou ce managemen heo ies. I is emphasized ha in highe
educa ion, whe e people ep esen he key esou ce, he ask is no only o os e p o essional
compe ence bu also o c ea e condi ions o sus aining emo ional well-being and li e sa is ac ion.
The esul s o empi ical s udies on he sa is ac ion le els o highe educa ion s a and he ac o s
in luencing hem a e p esen ed. S a de elopmen is conside ed bo h as a challenge and as a
esou ce o enhancing uni e si y e ec i eness. Inno a i e managemen p ac ices a e p oposed,
aimed a cul i a ing a cul u e o us , engagemen , and ecogni ion, as well as mechanisms o
educe p o essional bu nou and s eng hen o ganiza ional esilience. The chap e concludes ha
in eg a ing he p inciples o he "Economics o Happiness" in o s a de elopmen managemen
con ibu es no only o imp o ing he quali y o he educa ional p ocess bu also o ensu ing he
sus ainable de elopmen o highe educa ion ins i u ions as a whole.
KEYWORDS
Economics o happiness, human esou ce managemen , s a de elopmen , highe educa ion
ins i u ion, emo ional well-being, p o essional bu nou , o ganiza ional esilience.
The economics o happiness is a new di ec ion in economic heo y ha has eme ged in ecen
decades in connec ion wi h c i icism o GDP and ela ed indica o s. Wi hin his di ec ion, al e -
na i e indica o s ha e been and con inue o be c ea ed ha allow de e mining de elopmen and
ensu ing balanced economic g ow h in a gi en coun y.
A emp s o iden i y he in e dependence o he socio-poli ical de elopmen o coun ies and
he happiness o he popula ion we e made by Y. Ya molenko, E. Vo obyo , and T. Demchenko,
DOI: 10.15587/978-617-8360-20-7.CH4
Na aliia Sas, Lada Sama ska, Anna Fas i e s,
S i lana Lysenko, Lidiia Che ednyk, Te iana Bielska
© The Au ho (s) o chap e , 2025. This is an Open Access chap e dis ibu ed unde he e ms o he CC BY license
104
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Educa ional policy and e o ms: he impac o globaliza ion
who o mula ed he economics o happiness as a new economic pa adigm. The componen s o he
happiness index, hei scaling, compa ison o di e en coun ies in e ms o happiness indica o s,
and he analysis o Uk aine's s a us acco ding o he happiness index we e ca ied ou by O. Che -
omukhina, E. Dine , M. Seligman, and A. I ano a; he analysis o he subjec i e componen o he
happiness index, he classi ica ion and desc ip ion o he a che ypes o happiness we e ca ied ou
by N. Sas, L. Sama ska, N. Ye omina, N. Ka gina, and S. Mi suga.
The le el o happiness and ac o s in luencing i s dynamics in highe educa ion ins i u ions in
Uk aine we e analysed by G. No osad, V. Slo ina-Cho na, M. Shulga, O. Voloshok, L. Nozd ina,
N. Plakho nyuk, K. Le ki ska, O. Maka e ich, A. K a chenko and o he s.
The possibili y o managing happiness was explo ed by J. Olds and P. Milne , R. Pu i, U. Lushch,
and Y. Smi no . Agile managemen and he heo y o happiness managemen we e de eloped by
Y. Appelo. Indi idual componen s o happiness managemen in he con ex o inno a i e ac i i y
we e e ealed by S. Ilyashenko, Yu. Shipulina, N. Ilyashenko, N. Sas, G. Koma ny ska, O. G ynenko,
D. Ko unenko.
Despi e he a en ion paid o he abo e issues, he p oblem o managing he de elopmen o
highe educa ion ins i u ion s a in he con ex o he heo y o he "Economics o Happiness" has
no been sys ema ically add essed, which has made scien i ic esea ch in his a ea pa icula ly
ele an .
4.1 The le el o happiness as an indica o o de e mining, assessing
and compa ing he socio-economic de elopmen o coun ies
A numbe o in e na ional e en s indica e ha he le el o happiness is inc easingly used o
de e mine, assess and compa e he socio-economic de elopmen o coun ies, and also se es as
a goal o he ac i i ies o na ional go e nmen s.
The e m "g oss na ional happiness" (GNH) was coined in 1972 by S. Manshol , one o he
ounding a he s o he Eu opean Union and he ou h p esiden o he Eu opean Commission. I is
no coincidence ha he an hem o he Eu opean Union is he ins umen al pa o he song "Ode
o Joy": music by L. an Bee ho en (Symphony No. 9, i s pe o med in Vienna in 1824), ly ics by
F. Schille (w i en in 1785).
The second a icle o he US Decla a ion o Independence (adop ed by he Con inen al Con-
g ess on 4 July 1776) s a es ha all people a e c ea ed equal and endowed by hei C ea o
wi h ce ain inalienable igh s, including li e, libe y and he pu sui o happiness. To secu e hese
igh s, go e nmen s a e ins i u ed among men, de i ing hei jus powe s om he consen o he
go e ned. Tha whene e any o m o go e nmen becomes des uc i e o hese ends, i is he
igh o he people o al e o abolish i , and o ins i u e new go e nmen , laying i s ounda ion on
such p inciples and o ganising i s powe s in such o m, as o hem shall seem mos likely o e ec
hei sa e y and happiness [1]. Thus, he pu sui o happiness was decla ed o be he igh o e e y

105
chap e 4. Managing S a De elopmen in Highe Educa ion Ins i u ions h ough
he Lens o he "Economics o Happiness"
CHAPTER 4
pe son; he ask o he go e nmen is no o hinde he pu sui o happiness and, mo eo e , powe
mus be o ganised in o ms ha bes ensu e he pu sui o happiness. Howe e , he decla ed p o-
isions ega ding happiness did no become a a ge ed p og amme o sys em o ac ion, bu u ned
in o he so-called "Ame ican d eam".
In 2005, he In e na ional Ins i u e o Managemen De elopmen i s p oposed he G oss
Na ional Happiness and Well-being Index (GNW/GNH). The GNW/GNH Index was p oposed o help
de ine and e alua e socio-economic de elopmen .
On 18 July 2008, he adop ed Cons i u ion o Bhu an ecognised he G oss Na ional Happi-
ness Index as he goal o he Bhu anese go e nmen . This e m co esponds o he Buddhis idea
ha he ul ima e goal o li e is inne happiness. The componen s o g oss na ional happiness a e:
economic sel -su iciency, p is ine en i onmen , p ese a ion and p omo ion o Bhu anese cul u e,
and good go e nance in he o m o democ acy. This is he i s example o a go e nmen se ing a
goal o inc easing he g oss na ional happiness index and de ining i s componen s. The achie emen
o he goal is ensu ed by a a ge ed s a egy o achie e each o he indica o s.
In he con ex o he issue unde conside a ion, we belie e i was impo an o examine he
componen s o he measu emen sys em (indices and indica o s) o quan i a i e and quali a i e
assessmen o he le el o happiness. Despi e he lack o cla i y and consis ency in he sys ems
o measu ing happiness a ailable o he au ho , hei analysis e ealed ha he UN SDG indica o
sys em highligh s indica o s o ins i u ional aspec s o sus ainable de elopmen (policy p og am-
ming and planning, scien i ic esea ch, in e na ional legal ins umen s, in o ma ion p o ision, and
s eng hening he ole o key popula ion g oups). The la e makes i possible o iden i y he di ec-
ion o p og essi e de elopmen – he o ien a ion o coun ies' policies owa ds c ea ing economies
based on he "p ospe i y o all" model [2]. The Eu opean indica o s o sus ainable ci ies (ECI)
include "ci izen sa is ac ion wi h he ci y", and he use o he human well-being index is gaining
momen um. The p oposed calcula ion o sus ainable de elopmen does no ake in o accoun he
happiness index, bu we conside hese examples as elemen s o mo emen in he desi ed di ec ion
(assessmen o he le el o happiness).
In 2011, he UN Gene al Assembly adop ed a esolu ion en i led "Happiness: a alue-based
app oach o de elopmen " [3].
Pa icipan s in he ound able on "Go e nmen & Happiness", o ganised a he Wo ld Economic
Fo um in Da os (2019), ocused on he need o he go e nmen o ca e abou he happiness o
i s ci izens [4].
The Wo ld Happiness Repo is compiled annually as pa o a UN ini ia i e [5]. The happiness
index is calcula ed based on objec i e indica o s. The ju y membe s ake in o accoun indica o s
such as GDP pe capi a, social suppo , li e expec ancy, people's since i y, pe cep ion o co up ion,
e c., wi hou conside ing he a i udes o speci ic indi iduals. The ankings a e published annually
in Feb ua y and e lec he si ua ion o he p e ious yea . Howe e , such calcula ions a e p o-
posed om he poin o iew o objec i is s, op manage s, managemen geniuses, a small numbe
o whom know how o measu e he happiness o e e yone ( he whole wo ld, all peoples). This
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co esponds o he iew ha disco e ies a e made by indi iduals – geniuses, while he es a e
hose who ollow he geniuses. This iew, while ha ing a basis, is no ideal. And geniuses, as his o y
shows, ha e been bo h posi i e and nega i e.
As a Uk ainian, he au ho was in e es ed in he dynamics o Uk aine's happiness index o
2006–2019 (Fig. 4.1).
 Fig. 4.1 Dynamics o Uk aine's happiness index o 2006–2019
The dynamics o happiness indices a e indica i e o e e y Uk ainian. In pa icula , acco ding
o he esul s o he Wo ld Happiness Repo , which has been p esen ed annually (since 2012) by
he UN Di ision o Sus ainable De elopmen , he ba cha (Fig. 4.1) shows a decline in Uk aine's
happiness index in 2014–2016.
In 2020, Uk aine anked 123 d ou o 153 coun ies, in 2021 i was 110 h, in 2022 i was 98 h,
and in 2023 Uk aine anked 92nd. In 2024, Uk aine anked 105 h in he Wo ld Happiness Repo .
I hen ell 13 places compa ed o 2023. In 2025, Uk aine ell six places compa ed o 2024,
anking 111 h.
V. Slo ina-Cho na, I. Danyluk, O. Kup ee a, M. Shulga, and o he esea che s no e a lack o
happiness among he Uk ainian popula ion. This is due o mili a y ac ions in eas e n Uk aine (since
2014), he occupa ion o C imea, and he ull-scale in asion (since 2022), which ha e a ec ed e -
e y amily ( o ced mig an s, hose who ha e died, been maimed, gone missing, been aken p isone ,
o cibly depo ed, e c.). In addi ion, he ollowing easons o Uk ainians' low sense o happiness
a e indica ed: wo e olu ions, he occupa ion o C imea, inancial c ises, and a se ies o e o ms,
which a e he cause o cons an u moil in socie y and sou ces o an icipa ion o bad news and
unce ain y [6]. The deg ada ion o he s a us o social g oups, he collapse o he no ma i e and
alue sys em, and he loss o social s abili y a e e lec ed in he public consciousness in gene alised
nega i e associa ions ela ed o he co esponding image o Uk ainian socie y, in he dep essed
s a e o social well-being o he popula ion, high le els o anxie y, and he p e alence o a ious
phobias. The public consciousness in Uk aine is cu en ly domina ed by unce ain y, con usion,
disappoin men , insecu i y, nihilism, and indi e ence. Howe e , p ocesses o mo al deg ada ion,
g owing agg ession, c uel y, and iolence in socie y a e pa icula ly ala ming. Agains his backd op,
he le el o mu ual us and solida i y in socie y is weakening [7].
In he au ho 's opinion, hese e en s and hei consequences a e s ess-inducing ac o s. I is
logical o assume ha he s ess ul si ua ion is in ensi ying o mos Uk ainians. Thus, i is possible
o hypo he ically es ablish a di ec link be ween he eeling o s ess and he le el o happiness: he
highe he s ess, he less happiness people eel.
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The au ho 's assump ion is con i med by he "Eas e lin Pa adox". In pa icula , Yu. Ya molenko
and E. Vo obyo no e ha on a global scale, he e is e idence o he "Eas e lin Pa adox", which
sugges s ha a e a ce ain le el o economic g ow h is eached, he ela ionship be ween income
and happiness disappea s. Thus, in he sho e m, he deg ee o economic de elopmen and he
le el o happiness co ela e, bu in he long e m (10–34 yea s), his pa e n does no wo k. Con-
a y o expec a ions, income g ow h o e a decade does no make people happy [8]. E. Vo obyo
no es he connec ion be ween he le el o happiness no wi h absolu e income, bu wi h ela i e
income, i.e. in compa ison wi h o he people [9]. This emphasises he impo ance o he subjec i e
eeling o happiness.
The esul s o a global s udy o happiness and poli ical p e e ences showed ha o dina y people
wan hei go e nmen s o base hei policies on he happiness o he popula ion.
Among he key indings o he epo , he au ho s no e:
– 57.6% o esponden s wo ldwide conside happiness and heal h o be he mos impo an
ac o s in hei li es, e en mo e impo an han ma e ial ac o s such as income o ca ee success;
– 85.4% o esponden s wo ldwide expec hei go e nmen s o play an ac i e ole in inc eas-
ing he happiness o hei ci izens;
– al hough he Uni ed S a es and Wes e n Eu opean coun ies a e among he happies in he
wo ld, hey also ha e he mos pessimis ic iews on he happiness o u u e gene a ions;
– abou 22% o he popula ion hold deeply populis belie s.
Acco ding o V. Pinchuk, happiness o e s a adical poli ical na a i e ha ocuses on he eal
and conc e e issues o people's li es. I is a compelling new na a i e and a much-needed way o
b ing people oge he in he s uggle o a be e u u e [10].
Mos scien is s ag ee ha he economic componen is he basis o ensu ing human li e. A he
same ime, economis s T. B i ain, A. Cla k, and A. Oswald p o e in hei esea ch ha unemploy-
men educes he le el o happiness in he wide wo ld, which explains why a signi ican pe cen age
o people (80%) belie e ha he go e nmen plays a key ole in achie ing hei happiness [11].
The impo ance o he subjec i e ac o in assessing and eeling happiness is con i med by he
esul s o a happiness index s udy conduc ed by Gallup In e na ional, an associa ion o independen
esea ch agencies. In Uk aine, he su ey was conduc ed in ea ly Decembe 2020 by he Kyi
In e na ional Ins i u e o Sociology [12]. In his s udy, he happiness index is calcula ed as he
pe cen age o hose who conside hemsel es happy minus he pe cen age o hose who conside
hemsel es unhappy, i.e. i is calcula ed solely on he basis o he subjec i e eelings o he e-
sponden s. The esponses o Uk ainians su eyed showed a sha p decline in subjec i e eelings o
happiness: 33% in 2019 and 14% in 2020. I is clea ha he 2020 pandemic was ano he s ess
ac o ha had a signi ican impac . The limi a ion o he me hod used is ha i s esul s can only
be conside ed ele an o he "he e and now" si ua ion. This is because he in e nal "local sense o
happiness" can be in luenced by si ua ional, unconscious ac o s. In addi ion, being as subjec i e
as possible, his sys em o measu ing happiness eco ds he s a e bu does no se he di ec ion
o de elopmen .
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We p opose he ollowing componen s o he subjec i e componen o happiness, he consid-
e a ion o which can o e come he limi a ions o he p e ious ones – o achie e cons uc i eness
(i will be possible o compa e dynamics and ou line he di ec ion o mo emen ). In ou opinion, he
subjec i e componen o he happiness index can be b oken down as ollows: s ess, indi iduals' li e
alues, li e sa is ac ion [13].
Acco ding o G. Selie, s ess is a non-speci ic esponse o he body o any demands placed
on i [14]. Du ing s ess, along wi h elemen s o adap a ion o s ong s imuli, he e a e elemen s
o ension and e en damage. I was he uni e sali y o he " iad o changes" accompanying s ess:
a dec ease in he hymus, an inc ease in he ad enal co ex, and he appea ance o haemo hages
and e en ulce s in he gas oin es inal ac mucosa ha allowed G. Selye o hypo hesise abou a
gene al adap a ion synd ome (GAS), which la e became known as "s ess".
S ess is accompanied by: a educ ion in he hymus, an inc ease in he ad enal co ex, and he
appea ance o haemo hages and e en ulce s in he gas oin es inal ac mucosa. In o he wo ds,
an inc ease in he incidence o disease among he popula ion o any coun y unde he in luence o
hese unc ional changes in he human body may indica e social, economic and poli ical ension in
socie y, and he e o e a dec ease in he subjec i e eeling o happiness. Li e and eedom a e ec-
ognised as he mos impo an and p ecious alues. The e o e, a compa ison o indica o s o he du-
a ion and s a e o human igh s and eedoms will indica e he le el o happiness in a gi en coun y.
I is qui e logical o p edic he possibili y o con olling he le el o happiness. Such possibili ies
a e opening up on he basis o achie emen s in he ield o neu obiology.
A well-known expe imen conduc ed by Ame ican beha iou al psychologis s J. Olds and P. Mil-
ne in 1954 was based on he s udy o he eeling o pleasu e and he neu al co ela es associ-
a ed wi h i s a ainmen . As a esul o he expe imen , an impo an pa o he b ain called he
"pleasu e cen e" was disco e ed [15]. The expe imen in ol ed a s si ing in a special box wi h
elec odes implan ed in he limbic sys em. E en when he animal was gi en he oppo uni y o inde-
penden ly egula e he sensa ion o pleasu e by p essing a le e , he e ec emained. In an e o
o expe ience pleasu e again and again, he a p essed he le e , igno ing he ac ions necessa y
o su i al ( o example, denying i sel ood) un il i died o exhaus ion. Al hough expe imen s in-
ol ing he implan a ion o elec odes in he human b ain in he "pleasu e cen e" a ea we e deemed
une hical, he s udy o "pleasu e cen es" led o he disco e y o a subs ance sec e ed in he b ain
du ing he p ocess o ob aining pleasu e – dopamine (and he possibili y o inc easing i s sec e ion,
o example, h ough physical exe cise).
Resea ch by Japanese scien is s opens up he possibili y o objec i ely measu ing he eeling
o happiness using magne ic esonance imaging [16]. In pa icula , s a is ical analysis e ealed
a co ela ion be ween he le el o happiness and he amoun o g ey ma e in one a ea o he
igh hemisphe e – he inne pa o he pa ie al co ex (p ecuneus). I has been es ablished ha
he p ecuneus is connec ed o o he b ain s uc u es and is in ol ed in in eg a ing in o ma ion
abou cu en in e nal sensa ions, memo ies o he pas , and plans o he u u e. This new dis-
co e y will likely lead o he de elopmen o me hods o enhancing eelings o happiness in people
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lea ing no oppo uni y o "si back" a he wo kplace, which c ea es an inno a i e clima e wi hin he
o ganisa ion and leads o a syne gis ic e ec o idea gene a ion. The implemen a ion o Manage-
men 3.0 me hods and p inciples in he managemen o mode n companies in he con ex o inno-
a i e b eak h oughs – he digi alisa ion o he economy, changes in he ways o social in e ac ion
in wo k collec i es – can p epa e o he mode n challenges o economies 4.0 and 5.0.
Tha is, he componen s o happiness managemen in an o ganisa ion (acco ding o Y. Appelo)
a e: an inno a i e cul u e (an inno a i e clima e wi hin he o ganisa ion); he use o Agile me hodol-
ogy o p oduc and se ice de elopmen ; and, by de aul , expe ience and knowledge in he indus y
(in which he business ope a es).
In gene al, he Agile me hodology is ep esen ed by he ollowing p inciples: leade ship and
esponsibili y, ocus on cus ome needs, simpli ica ion o o ganisa ional s uc u e and p ocesses,
wo king in sho cycles, eedback, lexible planning.
The leade ship and esponsibili y o he manage , his o he desi e o inno a ion, is he oun-
da ion o he o ganisa ion's co po a e cul u e. An inno a i e cul u e is o med and mani es ed
h ough he p inciples o eam building, he opics o discussion a all mee ings, he se ing o
s a egic goals, and he mission and ision o he company. Focusing on cus ome needs (unde -
s anding cus ome desi es, p oblems, p e e ences, e c.) allows o he c ea ion o signi ican ly
highe quali y solu ions. Sessions (mee ings) o all pa icipan s o a key majo i y o employees
can become a o m o collec i e opinion- o ming, gene a ing and es ing di e en ideas, a place
o "aligning unde s anding and ocus", and a means o in ol ing and mo i a ing all pa icipan s. A
he end o he mee ing, all pa icipan s unde s and wha hey a e doing, why hey a e doing i ,
and why i is impo an o he clien . Simpli ying o ganisa ional s uc u e and p ocesses is one o
he co ne s ones o Agile. The o ganisa ional s uc u e, he p ocesses ha people wo k by, and
he ules mus be as simple as possible. All ag eemen s and ules o a eam o up o 9 people,
cu en asks o a couple o weeks, goals, and s a egic plans can easily i on 2–3 shee s o A4
pape . Managing dynamic s a es is ensu ed by an i e a i e-inc emen al app oach. Wo k is ca ied
ou in small ixed ime segmen s o one o ou weeks. Du ing a speci ied pe iod o ime, no jus an
in e media e esul is c ea ed, bu a wo king e sion o he p oduc ha can be used immedia ely
( hus diagnosing he di ec ion o mo emen ).
Feedback is impo an o any p ocess, as i allows you o ake in o accoun expe ience
(achie emen s, mis akes and losses) and adjus you wo k. Each a ea o ac i i y begins wi h p e-
limina y esea ch (ga he ing p elimina y in o ma ion, expe imen s, e c.) and ca e ul p ocessing o
eedback om hem. Empowe ing employees inc eases mo i a ion, de elops he abili y o make
decisions independen ly and ake esponsibili y o hem, o ms a eadiness o ac in an uno ganised
manne in un amilia si ua ions, and educes decision-making ime (unlike o ganisa ions buil on
hie a chical decision-making, which a e cha ac e ised by pa alysis o will). Fo lexible planning, i is
necessa y o unde s and and analyse each business p ocess. Con inuous imp o emen is he pa h,
no he goal, o Agile. In he a ai s o a company, o ganisa ion, o p oduc ion, he e is always a
challenge (p oblem, heigh ) ha mus be esponded o (p e en ed, achie ed).

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Since Managemen 3.0 does no deny he alue o Managemen 1.0 and 2.0 ools, no does
i e u e he heses es ablished in hem, he basic unc ions o Managemen 1.0 emain ele an :
planning, o ganisa ion, mo i a ion, con ol, coo dina ion, accoun ing and analysis. One o he p in-
ciples o he Agile me hodology is con inuous imp o emen , so, in ou opinion, i is wo h aking
in o accoun he mode n changes b ough abou by Managemen 4.0 and Managemen 5.0. These
include, in pa icula , he digi alisa ion and pe sonalisa ion o managemen .
I is belie ed ha he Agile me hodology, being lexible and inno a i e, is be e implemen ed
in s a -up o ganisa ions han in o malised s uc u es (e.g. go e nmen agencies whose ac i i ies
a e based on legisla ion). As a ule, educa ional ins i u ions ha e a igid py amidal o ganisa ional
s uc u e. Inno a i e managemen o educa ional ins i u ions is ca ied ou wi hin he amewo k
o gene al managemen and is an in eg al pa o i ; he head o each educa ional ins i u ion plans
inno a i e changes and implemen s hem.
Managemen inno a ions a e implemen ed wi h he pa icipa ion o manage s and specialis s
om exis ing s uc u al uni s who, depending on hei place in he managemen hie a chy, pe o m
ce ain unc ional du ies, including he implemen a ion o inno a i e p og ammes. The bu eauc a ic,
o malised o ganisa ion and adi ional managemen used in highe educa ion ins i u ions wo k
well in ce ain si ua ions (e.g., in a s able, enewable, p edic able en i onmen ). A he same
ime, adi ional managemen app oaches hinde he implemen a ion o Agile and he use o lexible
me hodologies.
Al e na i e o ganisa ional o ms o managemen include c oss- unc ional p oblem-sol ing eams
and he implemen a ion o special o ganisa ional s uc u es and in as uc u e.
C oss- unc ional (p oblem-sol ing) eams deal wi h speci ic asks (e.g., de eloping mechanisms
o implemen ing managemen inno a ions) and consis o compe en employees wi hin he scope
o sol ing a speci ic p oblem. The ac i i ies o c oss- unc ional eams a e based on he p inciples
o p ojec managemen .
The c ea ion o specialised o ganisa ional s uc u es is based on he ac ha hey hemsel es
in luence he pe o mance o o ganisa ions. Specialised depa men s and di isions a e c ea ed wi h
he aim o ensu ing he mode nisa ion and de elopmen o educa ional ins i u ions in he long e m,
implemen ing he p io i y a eas o Uk aine's s a e policy in he ield o educa ion, and mee ing he
educa ional needs o ci izens. They p o ide a comple e inno a ion cycle (sea ch o inno a ions,
de elopmen , mas e ing, mass eplica ion) and a e aimed a inc easing he capaci y o eache s
o inno a i e beha iou .
C oss- unc ional g oups and specialised o ganisa ional s uc u es a e much close o he s a e
o an emo ional collec i e (s a -ups, eams o like-minded people who a e eally c ea ing some hing
new) wo king owa ds a inal goal. When sol ing p oblems ha a ise a any s age, hese a e he
p oblems o all pa icipan s, and e e yone who is capable o sol ing hem is in ol ed in he p ocess.
Agile can be applied ( o one deg ee o ano he ) in such o ma ions.
Since happiness managemen in an o ganisa ion is an inno a i e idea, i needs o be de eloped
in line wi h he inno a ion p ocess.
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The au ho p oposes he ollowing s ages o sea ching o and de eloping inno a i e changes in
he managemen o an educa ional ins i u ion, which co espond o he classic sea ch o inno a ions.
S age 1. Collec ing and sys ema ising ideas:
– collec ing in o ma ion abou achie emen s in science, changes in policy, echnological changes
in he managemen o he educa ional p ocess, inancial and economic ac i i ies, e c., abou inno-
a ions om indi idual eache s, me hodological associa ions, ini ia i e g oups, end consume s o
educa ion: s uden s, pa en s, employe s (in e es s, wishes, equi emen s, e c.);
– analysing he esul s o moni o ing he e ec i eness o he componen s o he managemen
sys em (managemen decisions, managemen echnologies, o ganisa ional o ms);
– collec ion o in o ma ion abou he po en ial capabili ies o he educa ional ins i u ion in
e ms o de eloping and mas e ing new managemen p ocedu es, echnologies, o ganisa ional
o ms, de e mining he deg ee and ex en o isk;
– ga he ing in o ma ion abou a ge g oups whose li es, s udies and ac i i ies will be a ec ed
by he inno a ion, and long- e m ends in hei de elopmen .
S age II. Selec ion o iden i ied ideas and de elopmen o inno a i e ideas:
– de e mining he possibili ies o implemen ing inno a i e ideas;
– cla i ying he deg ee o echnological simila i y be ween new and adi ional o ms o man-
agemen ;
– conside a ion o he compliance o he inno a ion wi h he de elopmen s a egy o he
educa ional ins i u ion.
S age III. Analysis o he economic e iciency o he planned inno a ion:
– ini ial s age o inno a ion de elopmen ( he idea akes he o m o a speci ic p ojec );
– de e mining he empo al and spa ial cha ac e is ics o he inno a ion, assessing i s quali y;
– de e mining he cos s (in es men s) o de eloping and implemen ing he inno a ion, as well
as i s sou ces o inancing;
– a ailabili y o necessa y esou ces o inno a ion implemen a ion: inancial, human, ma e ial
and echnical;
– e ms o implemen a ion o he inno a ion;
– analysis and assessmen o he p o i abili y o he inno a ion.
S age IV. De elopmen o inno a ion:
– de elopmen o a speci ic inno a ion p og amme wi h he de ini ion o esponsibili ies o he
o ganisa ion's depa men s;
– p elimina y es ing ( es ing wi hin he depa men , e i ica ion o he e ec i eness o he
managemen mechanism, e c.). The adi ional s ages o esea ch and de elopmen wo k and b ing-
ing hem o p o o ypes when c ea ing managemen inno a ions a e usually absen .
Based on a gene alisa ion ( he main s ages o sea ching o and de eloping inno a i e changes;
he s ages o he p ocess o de eloping and adop ing a managemen decision on inno a ion; he in-
s i u ional cycle o managemen ac i i y; p ojec echnology), we p opose he ollowing algo i hm o
he pe manen in oduc ion o inno a i e changes in he managemen o an educa ional ins i u ion:
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1. S anda disa ion o he p ocess o mode nisa ion and in oduc ion o new p ac ices in he
managemen o educa ional ins i u ions.
2. O ganisa ion o moni o ing o ex e nal and in e nal d i ing o ces o educa ional ins i u ion
managemen . The ask is o ensu e ha manage s unde s and he need o change in a imely manne .
3. De e mina ion o he mos app op ia e policy o in oducing inno a i e changes o a spe-
ci ic educa ional ins i u ion.
4. Awa eness o he impo ance, necessi y and ine i abili y o u u e ans o ma ions by one o
he membe s o he adminis a i e eam o he educa ional ins i u ion, i.e. he p esence o a kind
o "ideological inspi e and gene a o o u u e ideas".
5. Fo ming a eam ( his e e s no so much o an adminis a i e o manage ial eam, which is
an indispensable and necessa y condi ion o ans o ma ion, bu a he a eam o ideological sup-
po e s – om he eaching s a , s uden s, pa en s, echnical s a , he public, me hodologically
and echnologically p epa ed o implemen inno a ion).
6. De elopmen o a p ojec idea o he de elopmen o he educa ional ins i u ion. This is he
choice o he objec o inno a ion, which (choice) mus be based on he i al needs o a pa icula
educa ional ins i u ion and be clea ly unde s ood by he majo i y o pa icipan s in he educa ional
p ocess.
7. C ea ion o a p ojec eam o he implemen a ion o new managemen echniques, ech-
nologies, e c., endowed wi h he necessa y powe s.
8. De e mina ion o speci ic managemen ac ions o implemen he de eloped idea, i.e., d aw-
ing up a plan o p og amme o i s implemen a ion. In his case, i is ad isable o de e mine no only
he implemen a ion deadlines, bu also he pe iod o assimila ion o he changes.
9. Mo i a ing membe s o he eaching s a , s uden s, pa en s, echnical s a , p o iding
he eam wi h a easoned explana ion o he easons, essence and expec ed consequences o he
changes being in oduced, and p epa ing he ele an ca ego ies o educa ional ins i u ion em-
ployees o inno a i e ac i i ies.
10. Implemen a ion o manage ial and o ganisa ional changes wi hin he amewo k o he
p ojec , discussion o possible scena ios and consequences o he implemen a ion o changes.
11. Assessmen o he ela ionship be ween he iden i ied inno a i e changes and o he
changes and asks o he educa ional ins i u ion o he planned pe iod.
12. Reco ding he pa ame e s o he impac o he changes in oduced on he e ec i eness
o he ollowing p ocesses aking place in he educa ional ins i u ion: main (educa ional and ain-
ing), suppo (pe sonnel, inancial, me hodological, ma e ial and echnical suppo ) and manage ial
(analysis, planning, o ganisa ion, mo i a ion, con ol, e c.). I he changes ha e a nega i e impac ,
i is necessa y o lea n o make unpopula decisions, up o and including abandoning he p ojec .
13. Upon comple ion o he p ojec , i is necessa y o analyse i s a ge e ec i eness and
iden i y he main easons o ailu e.
Each managemen and o ganisa ional change implemen ed mus be accompanied by he ollow-
ing se o documen s:
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– an analy ical no e (desc ip ion o he si ua ion, he need ha p omp ed he changes);
– business plan (desc ip ion o u u e changes, jus i ica ion o hei implemen a ion, analysis
o al e na i e solu ions);
– o de (decision o in oduce changes, appoin men o a p ojec eam);
– change implemen a ion p ojec (planning documen s, epo s on he implemen a ion o measu es);
– expe ise o he esul s o change implemen a ion. The inal esul and success o in oducing
inno a ions in he managemen o educa ional ins i u ions depend on he quali y o his s age.
In he con ex o he chosen opic, he manage ial aspec o happiness p oposed by O. Lyashen-
ko seems in e es ing, as manage s a e di icul o su ey and a ely answe ques ions since ely,
aking in o accoun he possible consequences o hei own answe s o s a emen s.
Since you can only manage wha you can measu e, O. Lyashenko sugges s measu ing "ho and
cold happiness" you sel using a special "Managemen Happiness Rada " (a a ia ion on he coach-
ing ool "wheel o li e") based on he Ha ing on scale.
The ollowing componen s a e p oposed:
– planning/execu ing plans;
– o ganising/coo dina ing;
– mo i a ing/being mo i a ed;
– con olling/being con olled;
– belonging o an o ganisa ion/ eam/p ojec ;
– being a leade / aining leade s;
– communica ing/ne wo king;
– lea ning/imp o ing quali ica ions.
The au ho assumes ha each componen can be assessed by he manage independen ly o
wi h he (cau ious) in ol emen o colleagues on a scale om ze o o en poin s. A e summa ising
he esul s, i is possible o de e mine (o cou se, no wi hou elemen s o subjec i i y) he o e all
"Deg ee o Manage ial Happiness":
– 64–80 poin s – you a e excep ionally happy (manage ial happiness – "a den ");
– 48–63 poin s – you a e almos happy (manage ial happiness – "ho ");
– 32–47 poin s – you eel a sligh lack o happiness (manage ial happiness – "wa m");
– 17–31 poin s – you eel a signi ican lack o happiness (manage ial happiness – "cool");
– less han 16 poin s – you a e "unhappy" (manage ial happiness – "icy").
No ing possible ac o s in luencing manage ial happiness, he au ho highligh s Russia's ag-
g ession agains Uk aine and he wo ld, he iskiness o managemen , which is g owing exponen-
ially, changes in he global secu i y en i onmen , he use o iolence ( e o ism, c iminal ac i i y,
he o ganisa ion o so-called "ci il wa s", sub e si e ac i i ies, e c.), non-mili a y means o in lu-
ence (in he diploma ic, in o ma ion, economic, inancial, ade, social and o he sphe es) [38]. This
signi ican ly changes he ocus o he pe cep ion o manage ial happiness, especially when i comes
o he awa eness o he alue o human li e, agains he backd op o which he ambi ion o ce ain
manage ial decisions loses i s signi icance.
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Fo pu ely p o essional and manage ial easons o low le els o happiness among manage s,
he au ho emphasises he lack o cla i y in managemen heo y and p ac ice. In Uk aine oday, all
known managemen models a e in ope a ion simul aneously: om 1.0 o 4.0. The managemen hie -
a chies o e sion 1.0 a e success ully complemen ed by he supe s uc u e o "so " echnologies
o e sion 2.0, mul iplied by he con usion o e sion 3.0, he insu icien o ma ion o e sion 4.0,
and he decla a i e na u e o e sion 5.0.
An analysis o heo e ical sou ces and he p ac ical applica ion o happiness as an indica o
o de e mining, assessing and compa ing he le el, p ocess and echnology o managemen shows
ha Uk ainian and o eign scien is s and managemen p ac i ione s a e paying a en ion o he
issues unde s udy. Howe e , he p oblems o managing he le el o happiness a he le el o an
indi idual o ganisa ion a e no conside ed. The impo ance o issues ela ed o managing he le el
o happiness a he le el o an indi idual o ganisa ion is con i med by he dependence o he eeling
o happiness on p o essional success; he possibili y o managing i a he le el o he s a e, an
indi idual ins i u ion, o ganisa ion, o indi idual.
4.4 Sys ema isa ion and gene alisa ion o heo e ical da a on pe sonnel
managemen based on he heo y o he "Economics o Happiness"
Since he heo y o "pe sonnel managemen based on he economics o happiness" is only be-
ginning o ake shape, le us summa ise he in o ma ion ob ained om heo e ical sou ces.
The goal o he managemen co ps o an o ganisa ion o ins i u ion is o inc ease he le el o
happiness o i s membe s. The achie emen o his goal is ensu ed by a a ge ed s a egy (combin-
ing economic and subjec i e componen s).
The economic componen is de e mined by he speci ics o he ins i u ion, o ganisa ion o p o-
duc ion and he speci ics o emune a ion in a pa icula sphe e o economic ac i i y. The ac i i ies
o he managemen eam aimed a imp o ing he e iciency o he o ganisa ion will indi ec ly a ec
he economic componen o employee happiness. As a subjec o inancial ac i i y, an o ganisa ion
o ins i u ion may in oduce inancial and ma e ial incen i es based on he esul s o join ac i i ies,
he eby inc easing he economic componen o employee happiness.
In ou opinion, he subjec i e componen o he happiness index can be b oken down as ollows:
s ess, indi iduals' li e alues, li e sa is ac ion [39].
Thus, he le el o he subjec i e componen will be indica ed no only by he assessmen
(happy – unhappy), bu also by he le el o mo bidi y as a esul o s ess ( educ ion o he hymus,
enla gemen o he ad enal co ex and he appea ance o haemo hages and e en ulce s in he
gas oin es inal ac mucosa). An inc ease in he incidence o disease among employees unde he
in luence o hese unc ional changes in he human body may indica e social, economic, and poli ical
ension in an ins i u ion o o ganisa ion, and, he e o e, a dec ease in he subjec i e eeling o
happiness. Li e and eedom a e ecognised as he mos impo an and p ecious alues. The e o e,

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a compa ison o indica o s o he du a ion and s a e o human igh s and eedoms will indica e he
le el o happiness in a gi en o ganisa ion.
Recognising happiness as a de e minan o he success o managemen bodies is a guide o
c ea ing an o ganisa ion o ins i u ion whose managemen policy (economic, social, en i onmen al
aspec s) esul s in he happiness o employees h ough he sa is ac ion o human needs (economic,
social, en i onmen al).
F om he poin o iew o he ypology o happiness a che ypes, we classi y needs as ollows:
hedonism, eudaimonia, a ace, nihilism, subjec i e well-being [13].
These ypologies o happiness and hei ca ie s do no exclude he need o sa is y Maslow's
needs, bu hey signi ican ly expand he ange o a en ion o managemen eams and o ganisa-
ional policy ega ding hei a iabili y. The implemen a ion o elec o he apy o medi a ion classes
is no enough om he poin o iew o he ypology o happiness. Fo example, o hedonis s, com-
o able and beau i ul housing, clo hing, ood, e c. a e impo an – he s a o he de elopmen
o ele an indus ies and hei s imula ion (no only sa e, bu also beau i ul and aes he ic). Fo
eudemonis s, i is impo an o ha e condi ions o he de elopmen o a ious abili ies – mo al,
in ellec ual, social, e c. The ask o managemen eams is o c ea e app op ia e oppo uni ies,
condi ions and access o hem. Pa icipan s in he " a ace" a e able o keep up wi h he an ic
pace o achie ing hei goals, bu ob iously equi e a high le el o se ice (in ca e ing, heal hca e,
educa ion, echnical se ices, e c.) (no only sa e, bu also as ). We assume ha de eloped
se ices will a ac he a en ion o ep esen a i es o o he beha iou al ypologies o happiness.
E e yone is bo h a use and a p oduce , and he ask o managemen eams is o suppo and
s imula e he cons uc i e and limi he des uc i e (in e ms o compliance wi h laws, en i on-
men al expediency, and sus ainable de elopmen ). We assume ha in any o ganisa ion he e a e
ep esen a i es o di e en a che ypes o happiness; we assume ha he ypology o a che ypes
will de elop o e ime.
Thus, he le el o happiness becomes a ac o o compa ing he dynamics o he de elopmen
o o ganisa ions and ins i u ions and he goal o managemen eams.
We conside happiness managemen in an o ganisa ion o be a ask o he managemen eam:
o inc ease he le el o happiness o he membe s o he o ganisa ion o ins i u ion [18].
F om a ma ke ing pe spec i e, di e en a che ypes o happiness (hedonism, eudaimonia, a
ace, nihilism, subjec i e well-being) and hei ep esen a i es a e none o he han di e en cus-
ome g oups, he sa is ac ion o whose needs allows o be e sol ing o he asks (achie emen
o happiness) o he use , en e p ise, o ganisa ion and socie y as a whole. Fu he esea ch, in
ou opinion, lies in he s udy o he cha ac e is ics o needs (p ima y and seconda y, absolu e and
ela i e, highe and lowe , posi i e and nega i e, gene al and speci ic, u gen , p i a e, indi idual
and g oup, e c.) and he de elopmen o an asso men ma ix o se ices o each a che ype;
esea ching exis ing expe ience and de eloping p ac ical ways o using a ailable esou ces o en-
su e ha u u e gene a ions can also be happy; de eloping a conscious a i ude owa ds he ac
ha na u al esou ces a e sha ed by all li ing hings on he plane , and ha mee ing needs (in all
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hei di e si y) also equi es ou "younge b o he s"; c ea ion o an app op ia e scien i ic and
p ac ical pla o m o b inging oge he like-minded people – ep esen a i es o a ious ields
o ac i i y.
Happiness managemen – he applica ion o managemen me hods 3.0, 4.0, 5.0. These a e
con ained in he ollowing p o isions: all companies a e ne wo ks ( ega dless o he hie a chical
s uc u e o he company), and managemen p ima ily a ec s people and hei ela ionships; e-
placing he idea o an o ganisa ion as a hie a chy wi h he concep o mul iple ne wo k ela ionships
and in e ac ions wi hin any o ganisa ion and ocusing managemen on hese ne wo ks.
When wo king wi h pe sonnel in an o ganisa ion, i is impo an o pay a en ion o he ol-
lowing asks: engagemen , empowe men , compliance wi h bounda ies, con inuous imp o emen ,
compe ence, and s uc u e using "digi al echnologies".
Managemen 3.0 elies on he ini ia i e o each employee, lea ing no oppo uni y o "si back"
a he wo kplace, which c ea es an inno a i e clima e wi hin he o ganisa ion, leads o a syne gis ic
e ec o gene a ing ideas, and he g adual in oduc ion o Managemen 3.0, 4.0, and 5.0 in o
he managemen p ac ices o mode n companies in he con ex o inno a i e b eak h oughs – he
digi alisa ion o he economy and changes in he ways social in e ac ions ake place in p oduc ion
eams and o ganisa ions.
4.5 Pe sonnel de elopmen managemen in he con ex o he heo y o he
"Economics o Happiness" as an inno a i e managemen p ac ice
Since pe sonnel de elopmen managemen in he con ex o he "Economics o Happiness"
heo y is an inno a i e idea, i equi es de elopmen in acco dance wi h he inno a ion p ocess.
The au ho p oposes he ollowing s ages o esea ch and de elopmen o pe sonnel de elop-
men managemen in he con ex o he "Economics o Happiness" heo y, which co espond o he
classical sea ch o inno a ions.
S age 1. Collec ing and sys ema ising ideas:
– collec ing in o ma ion on pe sonnel de elopmen managemen in he con ex o he "Eco-
nomics o Happiness" heo y in science, policy changes, echnological changes in heo e ical and
pe iodical sou ces, om indi idual eache s, me hodological associa ions, ini ia i e g oups, and end
consume s o educa ion: s uden s, pa en s, employe s (in e es s, wishes, equi emen s, e c.);
– analysing he esul s o moni o ing he e ec i eness o managemen sys em componen s
(managemen decisions, managemen echnologies, o ganisa ional o ms) in ela ion o pe sonnel
de elopmen managemen in he con ex o he "Economics o Happiness" heo y;
– collec ion o in o ma ion abou he po en ial capabili ies o o ganisa ions and ins i u ions
in e ms o de eloping and implemen ing pe sonnel de elopmen managemen in he con ex o
he "Economics o Happiness" heo y (new managemen p ocedu es, echnologies, o ganisa ional
o ms, de e mina ion o he deg ee and ex en o isk);
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– collec ing in o ma ion abou a ge g oups whose li es, educa ion and ac i i ies will be a -
ec ed by pe sonnel de elopmen managemen in he con ex o he "Economics o Happiness"
heo y, and long- e m ends in hei de elopmen .
S age II. Selec ion o iden i ied ideas and de elopmen o inno a i e ideas o pe sonnel de el-
opmen managemen in he con ex o he "Economics o Happiness" heo y:
– de e mining he possibili ies o implemen a ion in e ms o pe sonnel de elopmen manage-
men in he con ex o he "Economics o Happiness" heo y;
– de e mining he deg ee o echnological commonali y o pe sonnel de elopmen manage-
men in he con ex o he "Economics o Happiness" heo y and adi ional o ms o managemen ;
– conside a ion o he compliance o pe sonnel de elopmen managemen in he con ex o
he "Economics o Happiness" heo y wi h he de elopmen s a egy o he educa ional ins i u ion.
S age III. Analysis o he economic e iciency o pe sonnel de elopmen managemen in he
con ex o he "Economics o Happiness" heo y:
– he ini ial s age o inno a ion de elopmen (pe sonnel de elopmen managemen in he con-
ex o he "Economics o Happiness" heo y akes he o m o a speci ic p ojec );
– de e mining he empo al and spa ial cha ac e is ics o pe sonnel de elopmen managemen
in he con ex o he "Economics o Happiness" heo y, assessing i s quali y;
– de e mining he cos s (in es men s) o he de elopmen and implemen a ion o pe sonnel
de elopmen managemen in he con ex o he "Economics o Happiness" heo y, sou ces o i s
inancing;
– a ailabili y o he necessa y esou ces o implemen a ion in he ield o pe sonnel de el-
opmen managemen in he con ex o he heo y o "Economics o Happiness": inancial, human,
ma e ial and echnical;
– implemen a ion deadlines o pe sonnel de elopmen managemen in he con ex o he "Eco-
nomics o Happiness" heo y;
– analysis and assessmen o he p o i abili y o pe sonnel de elopmen managemen in he
con ex o he "Economics o Happiness" heo y.
S age IV. De elopmen o inno a ion:
– de elopmen o a speci ic inno a i e p og amme "Pe sonnel de elopmen managemen in
he con ex o he heo y o "Economics o Happiness" wi h he de ini ion o esponsibili ies by
depa men s o he o ganisa ion;
– p elimina y es ing ( es ing in he depa men , e i ica ion o he e ec i eness o he
pe sonnel de elopmen managemen mechanism in he con ex o he "Economics o Happiness"
heo y, e c.).
The adi ional s ages o esea ch and de elopmen wo k and b inging hem o p o o ypes
when c ea ing managemen inno a ions a e usually absen .
Based on a gene alisa ion ( he main s ages o sea ching o and de eloping inno a i e changes;
he s ages o he p ocess o de eloping and adop ing a managemen decision on inno a ion; he
ins i u ional cycle o managemen ac i i y; p ojec echnology), we p opose he ollowing algo i hm
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o in oducing pe sonnel de elopmen managemen in he con ex o he "Economics o Happiness"
heo y as an inno a i e managemen p ac ice in an educa ional ins i u ion:
1. O ganisa ion o moni o ing o ex e nal and in e nal d i ing o ces o educa ional ins i u ion
managemen . The ask is o ensu e ha manage s unde s and he need o in oduce pe sonnel
de elopmen managemen in he con ex o he "Economics o Happiness" heo y as an inno a i e
managemen p ac ice.
2. De e mina ion o he mos app op ia e policy o a pa icula educa ional ins i u ion o he
implemen a ion o pe sonnel de elopmen managemen in he con ex o he heo y o "Economics
o Happiness" as an inno a i e managemen p ac ice.
3. Awa eness o he impo ance, necessi y and ine i abili y o u u e ans o ma ions by one o
he membe s o he adminis a i e eam o he educa ional ins i u ion, i.e. he p esence o a kind
o "ideological inspi e and gene a o o u u e ideas".
4. Fo ma ion o a eam ( his e e s no so much o an adminis a i e o manage ial eam, which
is an indispensable and necessa y condi ion o ans o ma ion, bu a he a eam o ideological sup-
po e s – om he eaching s a , s uden s, pa en s, echnical s a , he public, me hodologically
and echnologically p epa ed o implemen inno a ion).
5. De elopmen o a p ojec idea o pe sonnel de elopmen managemen in he con ex o
he "Economics o Happiness" heo y as an inno a i e managemen p ac ice. This is he choice o
he objec o inno a ion, which (choice) mus be based on he i al needs o a speci ic educa ional
ins i u ion and be clea ly unde s ood by he majo i y o pa icipan s in he educa ional p ocess.
6. C ea ion o a p ojec eam o in oduce pe sonnel de elopmen managemen in he con ex
o he "Economics o Happiness" heo y as an inno a i e managemen p ac ice by an educa ional
ins i u ion wi h he necessa y powe s.
7. De e mina ion o speci ic managemen ac ions o he in oduc ion o pe sonnel de elop-
men managemen in he con ex o he "Economics o Happiness" heo y as an inno a i e man-
agemen p ac ice by an educa ional ins i u ion, i.e., d awing up a plan o p og amme o i s
implemen a ion. In his case, i is ad isable o de e mine no only he e ms o implemen a ion,
bu also he pe iod o assimila ion o changes.
8. Mo i a ing membe s o he eaching s a , s uden s, echnical s a , p o iding a easoned
explana ion o he s a o he easons, essence and expec ed consequences o in oducing pe -
sonnel de elopmen managemen in he con ex o he heo y o "Economics o Happiness" as an
inno a i e managemen p ac ice by an educa ional ins i u ion and p epa ing he ele an ca ego ies
o employees o he educa ional ins i u ion o inno a i e ac i i ies.
9. Implemen a ion o manage ial and o ganisa ional changes wi hin he amewo k o he p o-
jec "In oduc ion o pe sonnel de elopmen managemen in he con ex o he heo y o "Econom-
ics o Happiness", discussion o possible scena ios and hei consequences.
10. Assessmen o he ela ionship be ween he in oduc ion o pe sonnel de elopmen man-
agemen in he con ex o he "Economics o Happiness" heo y and o he changes and asks o he
educa ional ins i u ion o he planned pe iod.
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de elopmen o he inno a ion), as well as compliance wi h he sequence and p ocedu es o in o-
ducing inno a ion in o he p ac ice o he o ganisa ion (in ou case, a highe educa ion ins i u ion).
The goal o he managemen co ps o an o ganisa ion o ins i u ion is o inc ease he le el o
happiness o i s membe s. The achie emen o his goal is ensu ed by a a ge ed s a egy o i s
achie emen (in he uni y o economic and subjec i e componen s).
The economic componen is de e mined by he speci ics o he ins i u ion, o ganisa ion o p o-
duc ion and he speci ics o emune a ion in a pa icula sphe e o economic ac i i y. The ac i i ies
o he managemen eam aimed a imp o ing he e iciency o he o ganisa ion will indi ec ly a ec
he economic componen o employee happiness.
The le el o he subjec i e componen will be e idenced no only by he assessmen (happy –
unhappy), bu also by he le el o mo bidi y as a esul o s ess ( educ ion o he hymus, en-
la gemen o he ad enal co ex and he appea ance o haemo hages and e en ulce s in he
gas oin es inal ac mucosa). An inc ease in he incidence o illness among employees unde he
in luence o hese unc ional changes in he human body may indica e social, economic, and poli ical
ension in he ins i u ion o o ganisa ion, and hus a dec ease in he subjec i e eeling o happiness.
Recognising happiness as a de e minan o he success o managemen eams is a guide o
c ea ing an o ganisa ion o ins i u ion whose managemen eam's policies (economic, social, en i-
onmen al) esul in employee happiness h ough he sa is ac ion o human needs (economic, social,
en i onmen al). We conside happiness managemen in an o ganisa ion o be a ask o he man-
agemen eam: o inc ease he le el o happiness o he membe s o he o ganisa ion o ins i u ion.
Thus, he le el o happiness becomes a ac o o compa ing he dynamics o he de elopmen
o o ganisa ions and ins i u ions and he goal o managemen eams.
F om a ma ke ing pe spec i e, di e en a che ypes o happiness (hedonism, eudaimonia, a
ace, nihilism, subjec i e well-being) and hei ep esen a i es a e none o he han di e en cus-
ome g oups, he sa is ac ion o whose needs allows o be e sol ing o he asks (achie emen
o happiness) o he use , en e p ise, o ganisa ion and socie y as a whole.
Happiness managemen – he applica ion o Managemen 3.0 me hods. Managemen 3.0 e-
lies on he ini ia i e o each employee, which c ea es an inno a i e clima e wi hin he o ganisa ion,
leads o a syne gis ic e ec o gene a ing ideas, and he g adual in oduc ion o Managemen 3.0
me hods and p inciples in o he p ac ice o managing mode n companies in he con ex o inno a-
i e b eak h oughs – digi alisa ion o he economy, changes in he ways o social in e ac ion and
managemen in wo k collec i es.
The de elopmen o he idea o pe sonnel de elopmen managemen based on he "Economics
o Happiness" is p oposed (by he au ho ) in acco dance wi h he inno a ion p ocess (collec ion
and sys ema isa ion o ideas, selec ion o iden i ied ideas and hei de elopmen , analysis o he
economic e iciency o he planned inno a ion, de elopmen o he inno a ion), as well as compliance
wi h he sequence and p ocedu es o in oducing inno a ion (managemen o pe sonnel de elop-
men based on he "Economics o Happiness") in o he p ac ice o he o ganisa ion (in ou case, he
V. G. Ko olenko Pol a a Na ional Pedagogical Uni e si y).

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Educa ional policy and e o ms: he impac o globaliza ion
Re e ences
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A ailable a : h ps://www.a chi es.go / ounding-docs/decla a ion
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Uk aina, 19 May 2006. A ailable a : h ps://zn.ua/uk /science/uk ayina_u_globalnih_ imi ah_
s alogo_ oz i ku.h ml
3. Pu ii, R., Lushch, U. (2019). Planu annia shchasly oho zhy ia. Li opys, 168.
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CHAPTER 5
CHAPTER 5
P io i ies o De eloping he Scien i ic and
Pedagogical Po en ial o Academic S a in Uk ainian
Uni e si ies unde Ins i u ional Au onomy
Abs ac
This s udy analyzes he p io i ies o de eloping he scien i ic and pedagogical po en ial o
academic s a in Uk ainian uni e si ies unde ins i u ional au onomy. The esea ch is based on
a su ey o 243 s a membe s, wi h da a p ocessed and analyzed using MS Excel. The indings
show ha , al hough human esou ces a e he key asse o highe educa ion, s a de elopmen
is no su icien ly p io i ized wi hin uni e si y managemen sys ems. The mos u gen needs iden-
i ied include enhancing he p es ige o he p o ession, s eng hening mo i a ion, educing each-
ing wo kload, imp o ing esea ch in as uc u e, in oducing e ec i e incen i es, and es ablishing
sys ema ic moni o ing and e alua ion. S a de elopmen is iewed bo h as a manage ial challenge
and as a i al esou ce o imp o ing he e ec i eness o uni e si ies in he knowledge economy.
The chap e s esses ha inno a i e pe sonnel managemen p ac ices should ocus on ecogni-
ion, engagemen , and ca ee g ow h, he eby os e ing o ganiza ional esilience and in e na ional
compe i i eness. I concludes ha c ea ing e ec i e incen i e sys ems o s imula e pa icipa ion
in esea ch and in e na ional p ojec s mus become a co ne s one o uni e si y policy, ensu ing he
sus ainable de elopmen o Uk ainian highe educa ion ins i u ions.
KEYWORDS
Scien i ic and pedagogical po en ial, Uk ainian uni e si ies, ins i u ional au onomy, academic
s a de elopmen , knowledge economy, ecogni ion and engagemen , ca ee g ow h, o ganiza-
ional esilience, in e na ional compe i i eness, sus ainable de elopmen .
Ma king he de elopmen o he "knowledge economy" as a na ional p io i y o Uk aine makes
inc eased demands on local highe educa ion ins i u ions (HEIs) in e ms o ul illing hei scien i ic
and pedagogical po en ial. I is based on he po en ial abili y o academic s a o p oduce new
knowledge, ideas and inno a ions, ans e ing hem o s uden s, hus o ming hem as ep esen-
a i es o a new gene a ion o p o essionals.
DOI: 10.15587/978-617-8360-20-7.CH5
Yu ii Skyba, Olena O ych, I yna D ach,
Volodymy Ko une s, Oleksand Zhabenko, Vale ii Yushchuk
© The Au ho (s) o chap e , 2025. This is an Open Access chap e dis ibu ed unde he e ms o he CC BY license
136
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Educa ional policy and e o ms: he impac o globaliza ion
Choosing as a basis he high poin s o in e na ional (Suppo ing g ow h and jobs – an agenda
o he mode niza ion o Eu ope's highe educa ion sys ems [1]; Bucha es Communiqué [2]; Ye-
e an Communiqué [3]; Rome Minis e ial Communiqué [4]) and na ional legisla ion and egula ions
on educa ion (Law "On Educa ion" [5]; Law "On Highe Educa ion" [6]; Na ional Repo on he
S a e and P ospec s o Educa ion in Uk aine, [7, 8]; S a egy o Highe Educa ion De elopmen in
Uk aine o 2021–2031 [9]) on he alue o scien i ic and pedagogical po en ial o highe educa ion
academic s a in building up highe educa ion scien i ic and educa ional po en ial, o eign scien is s
scien is s (K. Tü k [10], Р. Seldin, J. E. Mille , C. A. Seldin [11], R. de la To e, A. Lusa, M. Ma eo,
E.-H. Aghezza [12], e c.) and Uk ainian esea che s (S. Kalashniko a, I. D ach, O. Ko alenko, S. Ku -
ba o , N. Ne me zhycka, O. Palama chuk, V. Ryabchenko, L. Che ona [13, 14], V. Lugo yi [15];
Yu. Skyba, G. Cho noi an, O. Zhabenko, I. Regeilo, O. O ych, V. Mu ome s, S. Melnyk [16, 17],
O. Ya oshenko e all [18–20], Slyusa enko [21], Yakymenko e all [22], e c.) emphasize ha he
de elopmen o his po en ial is no an end in i sel , bu a ac o in expanding he HEIs academic and
ins i u ional au onomy and s eng hening he social unc ion o highe educa ion in socie y.
Howe e , acco ding o he analysis o mode n educa ional p ac ice, domes ic uni e si ies
do no ully make use o he oppo uni ies, p o ided by he Laws o Uk aine "On Educa ion" (2017)
and "On Highe Educa ion" (2014), o de elop scien i ic and pedagogical po en ial o hei academic
s a . This is mani es ed in he lack o e ec i e measu es o aise he p es ige o scien i ic and ped-
agogical wo k and mo i a e uni e si y s a o p o essional g ow h; wo k o e load wi h educa ional
and o he ac i i ies; he dependence o HEI s a lis on he numbe o s uden s ha c ea es isks
o unemploymen o esea ch and eaching s a (RTS) and causes i s mig a ion, hus educing
human esou ce and scien i ic and pedagogical po en ial o he na ional highe school; obsolescence
o o al lack o esea ch and in o ma ion in as uc u es o p o esso s' sel - aining as well as o
aining highe educa ion s uden s ha hinde s he implemen a ion o esea ch-based aining and
p o essional de elopmen o esea ch and eaching s a ; insu icien de elopmen o o ganiza ional,
me hodological and inancial mechanisms o managing p o essional de elopmen o esea ch and
eaching s a , moni o ing i s quali y and e alua ing esul s; weak con ac s o HEIs wi h leading
scien i ic ins i u ions and s akeholde s, e c.
Thus, iden i ying he needs and he ea e de e mining he p io i ies o uni e si ies o manage
he g ow h o p o esso s' scien i ic and pedagogical po en ial is o high heo e ical and p ac ical
impo ance o de eloping an e ec i e s a egy o hei de elopmen , imp o ing hei anking and
ensu ing he p ope quali y o highe educa ion se ices based on mode niza ion ends o Eu opean
and domes ic highe educa ion in he p ocess o joining Eu opean Highe Educa ion A ea.
Analizing he la es scien i ic sou ces on his issue, we disco e ed ha i inco po a es scien-
i ic in e es s o many scien is s in he ield o educa ional/pedagogical sciences.
Thus, he pu pose o he s udy is o de e mine he de elopmen needs o academic s a 's
scien i ic and pedagogical po en ial o Uk ainian uni e si ies in he con ex o expanding ins i u-
ional au onomy and o iden i y oppo uni ies o conside when de eloping ins i u ional de elopmen
s a egies a local uni e si ies.

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CHAPTER 5
5.1 LATEST RESEARCH ANALYSIS
In pa icula , he de elopmen issue o uni e si ies' esea ch and inno a ion po en ial is
e leased in he wo ks o S. Kalashniko a, I. D ach, O. Palama chuk, V. Ryabchenko, L. Che -
ona [13, 14], V. Lugo yi [15], O. Slyusa enko [21] and o he s; p o essional de elopmen ech-
nologies o ese ach and eaching s u and inc ease o i s po en ial a e co e ed in esea ch pa-
pe s o Yu. Skyba [16, 17], O. Ya oshenko [16–20], N. Di inska [18–20], O. Zhabenko [16–20],
G. Cho noi an [16–20], I. Regeilo (16, 18–20), O ych O. [17], V. Mu ome s [16], Melnyk S. [23],
I. Tamozhska, N. Tymo iienko, A. Demianiuk, M. Klyap, M. Tsu kan [24], S. Yakymenko, T. Vasіu ina,
D. Ne odo , L. Panki , A. S yzhako , M. Denysiuk [22] and o he s.
Scien i ic sou ces, de o ed o esea ch in he ield o highe educa ion, cha ac e ize di e en
ypes o ese ach and eaching s a po en ial, namely: in ellec ual one (M. Dolishniy, K. Lipo ska,
S. Mani , S. Illyashenko, e c.), emo ional one (A. Ga sko, O. Smiguno a, e c.), spi i ual one (V. Pa-
nok, E. Pomi kin, e c.), leade ship one (S. Kalashniko a, T. Gu a, e c.) and pe sonal one (D. Leon-
ie , V. Ryabchenko, e c.).
A he same ime, despi e he signi ican numbe o pape s on he p oblem o de eloping
ese ach and eaching s a po en ial, he p io i ies, needs and g ow h mechanisms o i s scien i ic
and pedagogical po en ial s ill emain insu icien ly subs an ia ed. Acco ding o ou hypo hesis, he
de elopmen e ec i eness o academic s a 's scien i ic and pedagogical po en ial in Uk aine de-
pends on he ha moniza ion o hei needs wi h he p io i ies o educa ional policy and s a egies o
HEI ins i u ional de elopmen . The e o e, he e is a need o a special su ey on RTS needs, and u -
he esea ch on possible models and plans o he de elopmen o domes ic uni e si ies' scien i ic
and pedagogical po en ial is o high demand.
The s udy o p io i ies and needs o he de elopmen o scien i ic and pedagogical po en-
ial o Uk ainian uni e si ies' academic s a in he con ex o expanding ins i u ional au onomy
was conduc ed by esea che s o he Depa men o In eg a ion o Highe Educa ion and Science
o he Ins i u e o Highe Educa ion o he Na ional Academy o Educa ional Sciences o Uk aine
du ing 2022–2024. To ob ain empi ical ma e ial, he esea che s de eloped a ques ionnai e con-
sis ing o 6 closed-ended ques ions wi h 56 sugges ed answe s, s uc u ed in blocks ha co e ed
he mos impo an a eas in de eloping scien i ic and pedagogical po en ial o Uk ainian uni e si ies'
academic s a .
The su ey was conduc ed in he pe iod om May o June and om Sep embe o Oc o-
be 2022. Rese ach and eaching s u om 11 uni e si ies o Uk aine (3 o hem – classical,
4 – echnical, 2 – economic, 1 – pedagogical and 1 – medical), in pa icula , om Sumy S a e
Uni e si y (SSU), Uzhho od Na ional Uni e si y (UzhNU), Yu iy Fedko ych Che ni si Na ional Uni-
e si y (ChNU), Na ional Technical Uni e si y "Kha ki Poly echnic Ins i u e" (NTU "KhPI"), Lu sk
Na ional Technical Uni e si y (LNTU), Na ional A ia ion Uni e si y (NAU), Kyi Na ional Economics
Uni e si y named a e Vadym He man (KNEU), Simon Kuzne s Kha ki Na ional Uni e si y o Eco-
nomics (KhNUE), Na ional Pedagogical D agomano Uni e si y (NPU), Na ional Pi ogo Memo ial
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Educa ional policy and e o ms: he impac o globaliza ion
Medical Uni e si y, Vinny sya (NMUV), Na ional Uni e si y o Wa e En i onmen al Enginee -
ing (NUWEE) illed in he ques ionnai e. Highe educa ion ins i u ions ep esen ed 8 o he
25 egions o Uk aine, including he leading uni e si y cen e s – Kyi and Kha ki .
The quan i a i e and quali a i e analysis o he su ey esul s was conduc ed using he me h-
ods o ma hema ical s a is ics based on Excel so wa e. To de e mine he p io i y ac o , he a ing
was based on he numbe o esponses highe han 50%.
In o al, 243 uni e si ies' esea ch and eaching s a ook pa in he su ey on a olun a y
basis, o which 75.3% ha e a scien i ic deg ee (D .Hab. – 24 people (9.9%), PhD – 159 peo-
ple (65.4%)), no deg ee – 60 p o esso s (24.7%).
The dis ibu ion o he su eyed uni e si ies' esea ch and eaching s a is shown on
Fig. 5.1.
9.9
65.4
24.7 D .Hab.
PhD
No deg ee
 Fig. 5.1 The sha e o su eyed esea ch and eaching s a by ca ego y (%)
5.2 RESULTS ANALYSIS
Du ing he su ey, conside able a en ion was paid o iden i ying ac o s ha a e impo an
o he de elopmen o scien i ic and pedagogical po en ial o local uni e si ies' academic s a .
So, Ques ion 1 "Which o he ac o s a e key o ca ee g ow h in you HEI?" ga e us he
ollowing answe s om he esponden s (Table 5.1).
The su ey da a, p esen ed in Table 5.1, shows ha he ep esen ed uni e si ies' esea ch
and eaching s a conside he "p o essional compe ence de elopmen " as he mos impo an
ac o o ca ee g ow h a he uni e si y (7 uni e si ies).
The second mos impo an ac o is "in e na ional ac i i y" (6 uni e si ies), he hi d place
akes he " esea ch achie emen s" ac o (in 5 ou o 11 uni e si ies he sha e o answe s is highe
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CHAPTER 5
han 50%) and he ou h place is " eaching achie emen s" (in 3 ou o 11 uni e si ies a esponse
a e is 50% o highe ).
 Table 5.1 Fac o s impo an o ca ee g ow h in HEIs, in numbe o pe sons, %
Uni e si y
Numbe o pe sons
To al
Teaching
achie emen s
Resea ch
achie emen s
P o essional
compe ence
de elopmen
In e na ional
ac i i y
Quan . % Quan . % Quan . % Quan . % Quan . %
SSU 3 23 13 100 4 30.8 12 92.3 13 100
UzhNU 11 32.4 22 64.7 20 58.8 18 52.9 34 100
ChNU 6 31.6 13 68.4 7 36.8 5 26.3 19 100
NTU "KhPI" 17 54.8 14 45.2 9 29 5 16.1 31 100
LNTU 8 38 15 71.4 12 57.1 6 28.6 21 100
NAU 11 57.9 15 78.9 16 84.2 18 94.7 19 100
NUWEE 8 34.8 11 47.8 11 47.8 5 21.8 23 100
KNEU 10 50 5 25 13 65 11 55 20 100
KhNUE 6 30 9 45 15 75 11 55 20 100
NPU 6 26 8 34.8 14 60.7 6 26 23 100
NMUV 3 15 8 40 12 60 12 60 20 100
Conside ing he esul s o he su ey o esea ch and eaching s a , p o essional compe ence
de elopmen is one o he mos impo an ac o s in ca ee de elopmen . So, we belie e ha
uni e si ies should in oduce and expand using a ious o ms and echnologies o imp o e hei
le el, including semina s, wo kshops, ainings, webina s, mas e -classes, open cou ses, e c.
Le us no e ha he impo ance o "in e na ional ac i i y" o he ca ee g ow h was indica ed
by he esponden s om 2 uni e si ies – NAU and SSU (94.7% and 92.3%, espec i ely);
" esea ch achie emen s" we e no ed by only 1 uni e si y – SSU (100%), "p o essional compe ence
de elop men " – NAU (84.2%) and KhNEU (75%), " eaching achie emen s" – NTU "KhPI" (54.8%)
and NAU (57.9%).
Thus, as seen om he esul s, he " eaching achie emen " ac o has he leas impac on
he de elopmen o a uni e si y p o esso 's p o essional ca ee . Howe e , in ou opinion, he
uni e si ies' lack o desi e o p o ide quali y eaching in gene al has a nega i e impac on he
educa ion quali y o i s s uden s.
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CHAPTER 5
Educa ional policy and e o ms: he impac o globaliza ion
In addi ion, he ques ionnai e e ealed such answe s o he esponden s as: ac i i y, desi e
o do business and wo k in a eam, closeness o adminis a ion, amily ies, inancial incen i es o
people who is able o p omo e ca ee g ow h. These answe s show ha uni e si ies do no always
conside p o esso 's achie emen s in his/he ca ee .
Fac o s inhibi ing ca ee and p o essional g ow h, as belie ed by he esponden s, a e: o e -
load o educa ional and o he wo k – 20.4%, ou da ed and weak ma e ial and echnical base –
20%, weak con ac s wi h leading scien i ic ins i u ions – 18.7%, lack o scien i ic manage /
supe iso – 12.1%, low o eign language p o iciency le el – 11.7%, un a o able psychological
a mosphe e in he eam – 9%, low le el o compu e p o iciency – 7.7%.
Rega ding Ques ion 2 o ou su ey “Wha o ms o RTS p o essional de elopmen /ad anced
aining a e implemen ed in you HEI?”, he ollowing dis ibu ion o answe s was es ablished
(Table 5.2).
 Table 5.2 Fo ms o RTS p o essional de elopmen , implemen ed in HEI, in numbe o pe sons, %
Lis
o p o essional
de elopmen
o ms
Uni e si y
SSU
UzhNU
ChNU
NTU "KhPI"
LNTU
NAU
KNEU
KhNUE
NPU
NMUV
NUWEE
Numbe o pe sons
1 2 3 4 5 6 7 8 9 10 11 12
Manda o y
ainings/ cou ses
o young academic
s a
3 4 – 15 6 5 5 6 – 3 7
% 23 11.8 – 48.4 28.6 26.3 25 30 – 15 30.4
Manda o y
ainings/ cou ses
o new academic
s a
3 1 – 8 1 2 3 – – 1 4
% 23 2.9 – 25.8 4.8 10.5 15 – – 5 17.4
T ainings/ cou ses
o he de elopmen/
mode niza ion
o educa ional
disciplines
7 6 2 10 2 8 10 17 12 7 6
% 53.8 17.6 10.5 32.3 9.5 42.1 50 87 52.1 35 26
Men o ing – 4 6 8 4 15 1 2 1 7 4
% – 11.8 31.6 25.8 19 78.9 5 10 4.3 35 17.4