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CHAPTER 6
CHAPTER 6
DOI: 10.15587/978-617-8360-16-0.CH6
Alla Semeno a, I ina Ye sho a-Babenko, Dina Kozob odo a,
Inna Kosiak, Alla Kolodiazhna, Rymma Ky ychenko
© 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
PHILOSOPHICAL AND METHODOLOGICAL DIMENSION O
VOCATIONAL PSYCHOLOGICAL AND PEDAGOGICAL
TRAINING OF FUTURE SPECIALISTS IN THE FIELD OF
TECHNOLOGY AND DESIGN IN UKRAINE
Abs ac
The a icle p esen s he concep ual ounda ions o psychological and pedagogical aining o a
compe i i e specialis in he ield o echnology and design. The philosophical and me hodological
aspec o oca ional psychological and pedagogical aining o u u e specialis s in gene al and in
he ield o echnology and design has been de e mined. The essence and componen s o he basic
concep s, ends in he psychological and pedagogical aining o a specialis in he ield o echnol-
ogy and design ha e been de e mined. The concep o “inno a i e po en ial o a pe sonali y” and he
essence o philosophical impe a i es in e ms o oca ional- ocused psychological and pedagogical
aining o u u e specialis s in he ield o echnology and design in Uk aine ha e been e ealed. The
essence o a new me hodological app oach o he inno a i e ans o ma ion o he eache ’s li e in
he educa ional en i onmen in he e a o digi aliza ion is analyzed. The ele ance o he esea ch
opic and he main heo e ical and me hodological app oaches o he s udy a e subs an ia ed. I
is no ed ha he p oblem o ans o ma ion o human dimensions in he pos -non-classical e a in
he philosophical and me hodological aspec o measu ing he quali y o oca ional psychological and
pedagogical educa ion o u u e specialis s o Uk aine, he ela ionship o educa ional policy wi h
he socio-economic de elopmen o he coun y, should now be conside ed in he con ex o he
s a e policy o inno a i e de elopmen as one o he u gen s a egic issues o na ional secu i y.
The ocus is on he ac ha uni e sal and na ion-building alue o ien a ions, as a special social
basis o he philosophical and cul u al wo ld iew, should be ex apola ed in o he global unc ion
o mode n educa ion. The essence o he phenomenon (as a phenomenon and concep ) "psycho-
me ic en i onmen s/sys ems" (PS) is speci ied om he s andpoin o psychosyne ge ics; i is
p o en ha he psychome ici y o social eali y plays an impo an ole in unde s anding social
and socio-cul u al p ocesses, c isis s a es o hei subjec s, which a e caused by psychome ici y,
agains he backg ound o c isis s a es o socie y i sel as a social eali y. In addi ion, he s udy
conside s social eali y bo h om he posi ion o i s exis ence in he o m o a social en i onmen ,
cul u e, ex e nal o a pe son, and in he o m o an in e nal psychic/in ape sonal, neu opsychic
en i onmen . I is emphasized ha o da e, bo h o ms con ain mani es a ions o he digi al en i-
onmen in i s p opo ion, which is apidly inc easing in ela ion o human and psychome ici y. The
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main app oaches o he con en o psychological and pedagogical aining o a compe i i e specialis
in condi ions o unce ain y ha e been sys ema ized and de eloped. On he basis o he iden i ied
and analyzed me hodological app oaches and me hods, philosophical and con ex ual basis o psy-
chological and pedagogical aining o u u e specialis s, he main ends in he implemen a ion o
holis ic human-cen e ed and na ion-building app oaches in he psychological and pedagogical ain-
ing o u u e specialis s in he ield o echnology and design in he condi ions o wa and pos -wa
econs uc ion o Uk aine ha e been ou lined. The au ho ’s own aspec s o he philosophical and
me hodological app oach and ac i e means o aining u u e specialis s in he ield o echnology
and design a e p esen ed, and he ways o hei implemen a ion in he pedagogical p ocess a Kyi
Na ional Uni e si y o Technology and Design (KNUTD) ha e been ou lined.
KEYWORDS
P o essional compe ence, psychological and pedagogical aining, human dimension, psycho-
me ics, pedagogical skills, concep o pedagogy o he good, uni e sal and na ion-building alue
o ien a ions, u u e specialis in he ield o echnology and design.
The educa ion sys em in gene al, and he oca ional educa ion o echnology and design spe-
cialis s in pa icula , a all i s s ages, aces he ask o ocusing on he o ma ion and de elopmen
o skills and compe encies necessa y o inno a ion. An indica o o he abili y o inno a e is a high
le el o inno a i e po en ial o an indi idual, i.e., an in eg al sys emic cha ac e is ic o a pe son
ha de e mines hei abili y o, i s ly, gene a e new o ms o beha iou and ac i i y, using he
oppo uni ies ha open up o hem in he complex dynamics o he alue and meaning dimensions o
hei li e space, and, secondly, ensu e a mode o sel -de elopmen [1]. A complex and con adic o y
wo ld equi es he o ma ion o a pe son o eedom, spi i uali y, and deep humani y who is awa e
o hei esponsibili y o e e y s ep o hei own choice. The exis en ial alue o pe sonal eedom
(c ea i e, ci ic, p o essional) is combined wi h i s e hical esponsibili y [2]. I o ms a c i ically
hinking, ci ically cou ageous, compe en ly capable pe son who humanises he wo ld, en iching
i wi h in elligence, e e ence and nobili y. A gene al, somewha idealised iew o a pe son, whose
quali a i e cha ac e is ics should be shaped by educa ion, is he basis o imagining wha educa ion,
i s philosophy and con en should be [3, 4].
The philosophical and me hodological aspec o he oca ional psychological and pedagogical
aining o u u e specialis s in gene al and in he ield o echnology and design [5] is de e mined
by he ideas o he cohesion o he wo ld and he ansdisciplina y uni y o scien i ic knowledge;
heo ies o pa adigm unc ioning and philosophical heo ies o impe a i e; p o isions on he gene al
connec ion and in eg i y o phenomena and p ocesses o socie y de elopmen ; wo ks o scien is s,
which p esen heo ies o s udying pe sonali y as an open, sel -de eloping sys em; syne gis ic
app oach based on he ideas o in eg i y o pe cep ion o he wo ld, nonlinea i y, deep in e connec-
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ion o chaos and o de , andomness and necessi y; humanis ic pedagogy, sel -de elopmen o he
indi idual in he p ocess o p o essional ac i i y [6].
The idea is om he s andpoin o he p inciples o managing he quali y o oca ional aining
o u u e specialis s, he de elopmen o he subjec i i y o he spi i ual and in ellec ual pe sonali y
ha he essence o he new me hodological app oach “Inno a i e T ans o ma ion o he Teach-
e ’s Li e in he Educa ional En i onmen in he Age o Digi alisa ion” is conside ed, which de ines
pedagogical in e ac ion as human li e, which is p o ided a h ee le els: physiological, men al and
social, and holis ically uni es he emo ional, in ellec ual and oli ional sphe es o he indi idual, in
he con ex o ans o ma ions o he mode n educa ional en i onmen /space o he sys em o
pedagogic educa ion in Uk aine, is conside ed in he planes o eal and i ual educa ion in hei
syne gis ic combina ion in he e a o digi alisa ion [7, 8]. The esea che s o mula ed he essence
o he new p inciples o his app oach:
– human dimension o he quali y o mode n educa ion in he e a o digi alisa ion, which means
ha s a egies and mechanisms o imp o ing he quali y o educa ion a e de eloped and imple-
men ed wi h he p o ision o open e lec i e in e ac ion be ween all pa icipan s in he educa ional
p ocess, while main aining he in eg i y o he cha ac e is ics o o ma ion o he subjec i i y o
each pe son (cogni i e, emo ional and oli ional), in he use o digi al echnologies, which become
a ool o he ha monious de elopmen o a pe son in he educa ional en i onmen , a echnological
ool o en iching he alue expe ience and cul u es o a u u e specialis .
– pa icipa o y managemen o highe educa ion, which is in e p e ed in he aspec o a wide
in e connec ed and in eg a ed use o digi al echnologies in managing he quali y o u u e eache
aining in pedagogical uni e si ies wi h speci ica ion o he o iginali y o o ganisa ional and me h-
odological p inciples, e ealing he deep meaning and o igins o he idea o pa es-based app oach
(cohe ence and uni y, ha monisa ion o ac ions o managemen subjec s ha should be implemen -
ed simul aneously o achie e a common goal) [7].
Thus, he p oblem o ans o ma ion o human dimensions in he pos -non-classical e a in he
philosophical and me hodological aspec o measu ing he quali y o oca ional psychological and
pedagogical educa ion o u u e specialis s o Uk aine, he ela ionship o educa ional policy wi h
he socio-economic de elopmen o he coun y, should now be conside ed in he con ex o he
s a e policy o inno a i e de elopmen as one o he u gen s a egic issues o na ional secu i y.
6.1. Theo e ical amewo k and li e a u e e iew
The main issue in de ining he essence o philosophical impe a i es in he con ex o oca ional
psychological and pedagogical aining o u u e specialis s in he ield o echnology and design in
Uk aine has become he cla i ica ion o he impe a i e o educa ional pa adigms – which holds he
highes alue o lea ne s and de e mines hei success ul u u e p ospec s. Immanuel Kan , in his
wo k C i ique o Pu e Reason [9], explained ha an impe a i e is a uni e sally signi ican e hical
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di ec i e, as opposed o a pe sonal p inciple (a maxim). This s a emen is i idly complemen ed
by Kan ’s exp ession: “Ac in such a way ha you conduc could be an example.” F om his poin o
iew, he pe sonal and p o essional pa adigm is a sys em o iews and ideas, wi hin which a pe -
son pe cei es he wo ld a ound, is awa e o himsel /he sel in socie y and an icipa es u u e chang-
es, which has speci ic logically ela ed and in e ela ed componen s: on ological – impe a i e and
epis emological – inno a ion, sel -imp o emen , o ecas ing, and is cha ac e ised by unc ionali y,
p e alence, adap abili y, dynamism, mul i a iance and con ollabili y [10].
Acco ding o esea ch [11], in he 1960s and 1970s, scien i ic e lec ions on he p oblem o
he ela ionship be ween human, science and humanis ic alues we e ac ualised. The wo ks o I an
Tymo iio ych F olo (1929–1999), a philosophe , academician, esea che o he heo y o knowl-
edge, philosophy o na u al science, who de o ed his li e o he comp ehensi e s udy o human,
social, e hical and humanis ic issues o science and echnology, philosophy and his o y o biology
and gene ics, and he p oblems o he meaning o li e and dea h, we e o pa icula impo ance
o he es ablishmen o he p oblem o human dimension in Uk ainian philosophical hough o
ha pe iod. The scien is o mula ed he idea o he uni y o science and humanism, as a esul
o which science appea s as a humanised doc ine ha “con ains” a pe son in i s inpu s and ou -
comes, which de e mines he s udy o human and hei de elopmen in close ela ionship wi h social
p ac ice. This idea is a guideline o scien i ic educa ion, i.e., a goal and an ideal ha poin s o he
p ospec o a “new humanism” ha does no oppose science bu se es as a spi i ual basis o he
scien i ic and echnological p og ess o mankind. I is especially impo an o no e he p esence o
a alue dimension in science. The ac ha educa ional cogni i e ac i i y is axiologically o ien ed
does no mani es i sel in knowledge as some hing ha dep i es i o he a ibu e o objec i i y.
The alue o ien a ion o science and educa ion is objec i ely mo i a ed, because i also becomes he
esul o scien i ic knowledge, and no some hing ex aneous ha can only dis o he u h [12].
J. Habe mas, known o his wo ks on social philosophy ela ed o communica i e ac ion, dis-
cou se, and a ionali y, no ed ha socie y is based on communica i e in e ac ions, in which a ional
a gumen s a e o mula ed and ejec ed. Habe mas dis inguished be ween wo o ms o communi-
ca ion: communica i e ac ion, which aims a exchanging in o ma ion, and discou se, which helps o
each ag eemen , discu si e unde s anding h ough jus i ica ion [13]. Concep s o communica i e
eason and human in e es s a e a he cen e o Habe mas’s philosophical e lec ions o ha
pe iod. The pa e ns o lea ning we e a cen al issue o J. Habe mas. In his opinion, i is no he
p ocess o lea ning, bu he absence o his p ocess, i.e., “no lea ning”, is a phenomenon equi ing
explana ion. The scien is s udied adul lea ning in he con ex o he p ocesses o es ablishing a
democ a ic socie y. He called his ela ionship he adul lea ning p ojec and associa ed democ acy
wi h ee and con inuous communica ion. Pos ula ing a c isis o adul lea ning in his con empo a y
socie y, he esea che a gued ha adul s a e no su icien ly p epa ed o a democ a ic socie y,
in pa icula o pa icipa e in public discou se.
I should be no ed ha Habe mas’s iew ha adul s should be ac i e ci izens is a odds wi h
he unc i ical e sion o li elong lea ning, whe e he lack o basic skills, combined wi h employmen
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is he cen al p oblem o adul educa ion, which aims o “ ul il hei ole as ac i e ci izens pa ici-
pa ing in democ acy” [13].
The e o e, i is qui e posi i e ha Habe mas’s ans o ma ion o social philosophy based on he
heo y o communica i e ac ion, his e hics o discou se and poli ical s udies ha e had a signi ican
impac on he de elopmen o Uk ainian philosophy in he pos -So ie pe iod. I also helped o
c ea e a heo e ical amewo k o he o ma ion o ci il socie y and a poli ical na ion in Uk aine. In
ecen decades, Uk aine has consis en ly ollowed he pa h o democ a isa ion o socie y, c ea ion
o mode n ins i u ions, mo al and spi i ual enewal o Uk ainian socie y [14].
We canno endo se Habe mas’s “Heu is ic o Fea ”, because Uk ainians no only esis , bu
also, owing o he wo ld’s suppo , make e o s o de ea he impe ial insidious, bloody enemy.
We sha e and ully suppo he cu en and deeply easoned posi ion o A. Ye molenko, Uk ainian
scien is , philosophe , Doc o o Philosophy, p o esso , co esponding membe o he Na ional
Academy o Sciences o Uk aine, di ec o o he Ins i u e o Philosophy o he Na ional Academy o
Sciences o Uk aine and au ho o he publica ion “We mus no nego ia e, bu esis ”:
We all need a common ic o y o e e il, and he wo ld mus uni e o his! Today, Russia is ca -
ying ou a ull-scale agg ession agains Uk aine no because he Wes has somehow “p o oked” i –
i is agg essing because i is he only way o he cu en Russian Fede a ion o exis , and impe ial
expansion is he only way o i o s ay oge he ” – hese a e he ue in e es s o Russia... [15].
A e all, his a icle is a esponse o Jü gen Habe mas’s publica ion “Wa and Resen men ” o
Ap il 28, 2022 [13], o whom “Uk aine’s de ea is no wo se han he escala ion o he con lic .
He does no unde s and ha Pu in is a ge ing he Wes , whose eedom is being despe a ely
de ended in Uk aine.” Following A. M. Ye molenko, we also belie e ha he e is no dilemma, as
ou lined by J. Habe mas in his a icle, because he wo e ils ha J. Habe mas desc ibes and which
o m a dilemma o him a e ac ually one single e il.
I is om his pe spec i e ha he au ho , explaining he concep o he pedagogy o he Good,
ho oughly e eals he law in he idea o he “impa iali y” o he eache . I. Ziaziun a gued ha
i is educa o s who a e able o in luence u u e his o y, saying ha educa ion is an open-ended “sci-
en i ic o ma ion”, since human exis ence is condi ioned bu no de e mined by i s ci cums ances.
Finally, since eache s a e also s uden s, hey a e no independen o social p ocesses. In p o es-
sional ac i i ies ha a e di ec ly ela ed o a pe son, he e a e wo equi alen subjec s in e ms
o hei con en – Human and Human. They should c ea e a sense o Peace, Balance, Well-being
and Happiness o each o he ... These li e-gi ing p inciples and he inal esul s o human li e a e in
he hands o he Teache ... The Teache is a mas e on a pa wi h he s uden , cons an ly pa ici-
pa ing in he c ea ion o new knowledge, mas e ing he aluable expe ience. A eache -coach, like
a eache -mas e , eaches unob usi ely, non- endy, spon aneously. He/she eaches by his/he
Beha iou , his/he S a us, his/he Knowledge, his/he Humani y, his/he F eedom, his/he Lo e, his/
he Happiness, his/he Talen [16].
Nume ous s udies ocus on he idea o “li e well-being”, which is a mul idimensional phenome-
non ha includes physical, psychological, social and spi i ual heal h. I is a holis ic app oach o he
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de elopmen o educa ional s anda ds and p ac ices ha allows us o ensu e long- e m li e sa is-
ac ion, which is pa o he sys em o alues o mode n human digni y. Acco ding o he concep o
“li e-o ien ed educa ion”, pe sonal happiness is no jus a subjec i e s a e o sa is ac ion, bu he
esul o he holis ic de elopmen o he human pe sonali y, suppo ed by educa ional p ac ices,
ocused on emo ional compe ence and e hical ma u i y. In pa icula , i in ol es he de elopmen
o c i ical hinking, sel -awa eness, empa hy and inne ha mony [17]. A he le el o p ac ice, i is
ealised h ough an indi idualised app oach o pedagogic ac i i ies ha akes in o accoun he
mo i a ional and psychological cha ac e is ics o each s uden , c ea es an emo ionally suppo i e
en i onmen , p omo es he o ma ion o posi i e li e alues, and p o ides mo al suppo , which is
impo an o he p e en ion o anxie y, dep ession and emo ional bu nou [18].
A co e idea o pedagogical mas e y is he ecogni ion ha , beyond all else, he sys em o
eache educa ion ep esen s a “p o oundly a ec i e and senso y-d i en p ac ice o en isioning
and planning he u u e wo ld o humani y”. I embodies an in eg al syn hesis o h ee insepa able
dimensions o human dimension – “a ec , in ellec , and will”, uni ed in hei holis ic cohe ence:
cogni i e, emo ional and cona i e. We sha e he posi ion o scien is s [19] ha , in gene al, he
cu en p io i y a eas o he s a e educa ional policy in Uk aine should be: ocus on he indi idual
and p ese a ion and ansmission o na ional and uni e sal alues o he younge gene a ion;
c ea ion o equal oppo uni ies in educa ion; con inuous imp o emen o he quali y o educa ion,
upda ing he con en and o ms o o ganisa ion o he educa ional p ocess; in oduc ion o ap-
p op ia e inno a ions and in o ma ion echnologies; aising he social s a us and p o essionalism
o educa o s, s eng hening hei s a e and public suppo ; de elopmen o educa ion as an open
s a e-social sys em; in eg a ion o domes ic highe educa ion in o he Eu opean highe educa ion
sys em [20]. The in e p e a ion o uni e sal alues as a alue-based holis ic app oach o lea ning
ha p o ides meaning o human li e and ac i i y is eco ded in his o ically speci ic o ms o cul u e
and heo e ically subs an ia es he impo ance o measu ing he quali y o highe educa ion om
he s andpoin o human dimension in gene al and oca ional psychological and pedagogical aining
o u u e specialis s in he ield o echnology and design in pa icula .
I is in his con ex ha I. Bekh, an ac i e membe o he Na ional Academy o Pedagogical
Sciences o Uk aine, Doc o o Psychology, P o esso , Di ec o o he Ins i u e o Educa ional
P oblems o he Na ional Academy o Pedagogical Sciences o Uk aine, p ope ly and imely no ed in
his speech “The P oblem o Li e Success o a Pe sonali y in he Social and Educa ional Dimension”:
...The na ional si ua ion, he challenges o p ese e he in eg i y and s a ehood o Uk aine, and
he condi ions o wa ha e sha ply in ensi ied he p oblem o meaning ul li e alues, especially na ional
alues, bo h a he s a e and indi idual le els. Na ional independence, iden i y, pa io ism, will, de o-
ion, na ional iden i ica ion, na ional cen ism, s a ehood a e becoming e ec i e symbols ha uni e
he na ion a ound a e ul ac ions, aimed a es ablishing, p ese ing and de ending ou Uk aine...” [21].
Since “PERSON” = “PERSONALITY” + “INDIVIDUAL”, i is impossible o comp ehend he so-
cial ole o an indi idual wi hou analyzing his/he psychology (mo al and alue o ien a ions, mo i es
o ac i i y, abili ies and cha ac e , and in some cases – he ea u es o his/he bodily o ganiza ion,
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o example, he ype o ne ous ac i i y) due o he ac ha he s uc u e o a pe son’s men al
ac i i y is a complex, mul i ace ed and dynamic sys em ha is capable o sel -de elopmen [3].
A he same ime, i is impossible o speci y he con en o he pe sonal dimension o he s a-
egic de elopmen o highe educa ion wi hou a gene al scien i ic philosophical and me hodological
e lec ion on he p ocesses o in eg a ion as a phenomenon o social ans o ma ions ha mee
he equi emen s o he ime. A e all, he basis o in eg a ion is he in e sys em in e ac ion o so-
cio-poli ical, socio-economic, scien i ic- echnological, socio-cul u al sphe es o social li e, which, on
he one hand, s i e o na ional sel -p ese a ion, and on he o he , eeling ex e nal dependence,
ha e a endency o sel -des uc ion. A he same ime, in e sys em in e ac ion is conside ed in
wo planes: in e nal and ex e nal. Such in e ac ion de e mines he s a e’s abili y o new in e s a e
o ma ions and is o med on he basis o he in e ac ion o he main le els o social de elopmen –
pe sonal, poli ical, economic, social and cul u al. The uni y and s abili y o his in e ac ion p o ides
socie y wi h he abili y o sel -o ganize, adap o he condi ions o he ex e nal en i onmen , and
ac i ely pa icipa e in he p ocesses o in e na ional ela ions, while main aining na ional iden i y.
O he wise, in eg a ion p ocesses will lead o he abso p ion o he s a e and h ow i o he pe-
iphe y o he globaliza ion space [22].
Ins ead, he issues o s a egic mode niza ion o highe educa ion, i s philosophy and psycholo-
gy, and uni e sal human alues in he con ex o he pe sonal dimension o he quali y o educa ion
in Uk aine a e cu en ly qui e sca e ed and a om always clea ly ou lined and o mula ed [23].
The e o e, he au ho s o he a icle conside i necessa y, i s o all, o dwell on one o he mos
impo an and undamen al, om ou poin o iew, aspec s o hem – he me hodological one,
which co esponds o he cu en ec o o scien i ic de elopmen .
The mode n pos -nonclassical s age o science indica es ha he solu ion o his p oblem lies
in such an in eg a ion o scien i ic app oaches, which equi es a single scien i ic analysis om he
s andpoin o psychome ic complexi y, as he in e nal uni y o phenomena ha p e iously seemed
comple ely un ela ed o each o he . In he me hodological aspec , his is mani es ed in he de el-
opmen o ans- and in e disciplina y connec ions, he implemen a ion o he concep ual model o
psychosyne ge ics “whole in whole”. The abo e applies no only o p ocesses wi hin he na u al
o human sciences, bu also be ween he humani ies and na u al science blocks in he aspec o
he pos -disciplina y classi ica ion o sciences, which conside s hem on he basis o dimensionali y
(cosmo-, na u al-/geo-, human-/socio- and psychome ic) [24]. Along wi h his, pos -nonclassical
e eals he de iciency o he gene alizing ole o philosophical knowledge, he need o de elop ap-
plied philosophy as an o ganiza ional and sys ema ized o m o mode n scien i ic esea ch.
The e o e, i o s i e o a u u e socie y ha is ocused on Man as a Pe sonali y and, acco d-
ingly, on uni e sal human alues, hen p ognos ic cons uc ion should also ake in o accoun he
“human ace” o he subjec o he socio-educa ional space bo h in Uk aine and in Eu ope. In o he
wo ds, he managemen pa ame e should be psychome ic.
Howe e , he cu en eali y demons a es a endency ha he pe son o he u u e will en-
coun e mo e agg essi e condi ions o exis ence, bo h physical, men al, and social. The e o e, i is
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necessa y o ake in o accoun ha he minimum equi emen o a pe son should be compe ence
in e ms o his/he physical, men al, in ellec ual, and social su i al. In his case, i is impo an o
ocus on he mac o le el o bo h wha is happening and wha is planned.
Along wi h he mac o le el, i is also necessa y o ake in o accoun he se o phase s a es
o sys ems/p ocesses ope a ing wi hin he psychome ic en i onmen o an indi idual (in a-pe -
sonal, in a-cogni i e scale), in he social-educa ional-cogni i e space (in e pe sonal scale)
and, inally, in he scale o he cul u e o di e en coun ies and peoples (mac oscale, as he
spec um o he conside ed in eg a ion o highe educa ion o Uk aine in o he Eu opean educa-
ional space).
The implemen a ion o he uni y o nonlinea syn hesis o knowledge in he aspec o he me hodo-
logy o he pe sonal dimension o highe educa ion on he basis o he psychosyne ge ic app oach
will allow a manage o any le el o build a ound one common one many mo e la e al ajec o-
ies – educa ional de elopmen ou es, which will allow showing he na u e o he p obabili y o
p ocesses, he a ie y o possibili ies o ways o inc ease he e iciency o he unc ioning o
educa ional sys ems and me hods o managing hem. F om such posi ions, wi hin he amewo k o
he pos -nonclassical psychosyne ge ic me hodology o science, i is possible o make an a emp
o speci y he con en o he pe sonal dimension o highe educa ion ega ding human li e in mode n
condi ions (S1 – subjec – pe son), which is ep esen ed by highe educa ion in Uk aine (S2 – sub-
jec – highe educa ion sys em) and explain i s cons uc i e p ognosis.
Psychosyne ge ic unde s anding is mani es ed in he ecogni ion o he pe asi e p esence o
sel -o ganiza ion a he le el o he psychic, which leads o a change in he model – a ansi ion om
he admissibili y o a quali a i e leap only be ween he bounda y le els o ma e o he assump ion
o he possibili y o such a leap in he “jumping” mode o any o he po en ially possible le els o a
ce ain psychome ic en i onmen .
The ansi ion o he “whole-in-a-whole” posi ion becomes a concep ual-model (ca ego ical)
iden i ica ion o why a pe son can be mo e complex han socie y o he human psyche is mo e com-
plex han he pe son him/he sel . The place o he “whole” in such a model does no de e mine he
le el o i s complexi y: he “whole” ha is inside ano he “whole” can comple ely be mo e complex
han i , and he le el o complexi y o he sys em in his case is de ined as he abili y o c ea e
some hing ha is mo e complex han he sys em i sel [25].
The nonlinea na u e o p ocesses and ela ionships in such a concep ual model/sys em as
“whole-in-whole” leads o an unde s anding o quali a i ely di e en esul s in he beha io and
s a es o hese sys ems and hei ela ionships [26].
In combina ion wi h he “whole-in-whole” posi ion, he ca ego ies p oposed by psychosyne -
ge ics di ec he le el o esea ch beyond he “pa -whole” dicho omy, shi ing he emphasis o he
le el o “whole-in-whole” as “nonlinea whole-in-nonlinea whole”. Since his implies he mani es-
a ion o complex holis ic en i onmen s wi hin each o he , such as: he sys em o he psyche, he
sys em o he inne wo ld o he indi idual, he sys em o he human o ganism and he sys em o
he pe son him/he sel , he sys em o socie y, he sys em o na u e.
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The e o e, om he s andpoin o psychosyne ge ics, bo h man (A) and socie y (B) a e consid-
e ed as a nonlinea whole, he ela ions o which a e o med as he ela ionships o wholes (A B).
The e o e, a mac o-goal (C) is dis inguished – he p oduc o hese ela ions (be ween wholes
A and B), which a ec s he beha io o each whole.
I a hi d whole is in oduced in o he model, o example, na u e (D), hen he exis ence o a
mega-whole (E) becomes ob ious - he p oduc o ela ions be ween he mac o-goal (C, C1, ..., Cn)
and be ween wholes (A, B, D). The s udy o he «nonlinea whole-in-a-nonlinea whole» equi es
analysis wi hin he ca ego y o « ield o de elopmen pa hs», needing o ake in o accoun he le els
and na u e o he neighbo hoods o poin s/p ocesses o bi u ca ions.
Since he neighbo hoods can o e lap, hey can undamen ally change he condi ions and, ac-
co dingly, he na u e o he p ocesses o ans o ma ions/ ansi ions, s uc u es/en i onmen s
om one s a e o ano he unde he in luence o mega-le el con ol pa ame e s o ype E.
In he me hodological aspec o he subjec o ou s udy:
S1 – subjec - pe son – psycho-bio-social o psychome ic en i onmen /sys em o a ce ain
class;
S2 – subjec - highe educa ion sys em – socio-educa ional o psychome ic en i onmen /
sys em o he same class.
A e all, i is o psychome ic en i onmen s, by de ini ion, ha S1 and S2 belong. Le ’s no e
ha o S1, he “psycho-bio-social” en i onmen /sys em is pu in i s place, and o S2 – he
“socio-educa ional” en i onmen/sys em because his is exac ly wha happens in eal social eali y
oday. Bu o scien i ic e lec ion, hese en i onmen s/sys ems mus be b ough o uni o mi y,
ha is, o make he socio-educa ional en i onmen psycho-social-educa ional o psycho-educa ion-
al-social, in o he wo ds, p io i y psychome ic. The poin is ha hese en i onmen s mus neces-
sa ily be me hodologically equi alen no only o each o he (because his is ac ually a mic o-le el
o he en i e model o he ela ionship S1 and S2), bu bo h (each and oge he ) mus be ele an
o he unce ain u u e ha awai s he subjec s o he educa ional space in Uk aine, Eu ope, and
he wo ld in gene al in he dis an u u e in 10–15–30 yea s.
Le ’s deno e such an unce ain u u e N, espec i ely N10, N20, N30. This is he ime o
ac i e social ealiza ion o onesel by hose subjec s who oday and in he nex 5 yea s will ecei e
highe educa ion. So, i is possible o see he p io i y and ob iousness o he cha ac e is ics o
psychome ics in he answe o he ques ion – wha should be a pe son wi h highe educa ion who
will en e he social space in 5–10–15–20 yea s o he model o he pe sonal dimension o highe
educa ion.
Then he ques ion o wha exac ly his space will be becomes ele an . I should be one ha
akes in o accoun and is subo dina e o social alues, goals and no ms o only psychome ic – ha
is, one ha akes in o accoun and is subo dina e o he psychome ic alues, goals and no ms o
a pe son as an indi idual. Educa ion, in a b oad sense, co ela es wi h bo h o hem – bo h wi h he
indi idual and wi h socie y. The cons uc ion o a me hodological p edic i e iangle – a mac omodel
is o med. Acco dingly, i s peak, which is possible o pu in he i s place, will de e mine he na u e
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way o wa s, a ms aces, in elligence s uggles, e c. Yes, he e will be s ages, such as combining
he b ain wi h elec odes, i.e. abso p ion o syn hesis. Bu in he end, his may s ill lead o he
disappea ance o he human, since he human dimension in such a syn hesized subjec becomes
less and less. A pe son, in ac , is al eady lea ning o “no be human”, no o show his/he human
dimension – emo ions, lea ning no o expec a co esponding senso y eac ion om an elec onic
in e locu o . The e is no poin in wai ing o “ eelings o li e” om an elec onic in e locu o . And
when a li ing subjec o communica ion appea s, a pe son no longe swi ches. The pe cep ion o
eali y as a compu e game begins.
O cou se, he e is a pa allel line o human c ea ion o a i icial in elligence (AI) as a kind o
simulac um ha imi a es pe sonali y, in ona ions, acial exp essions, eac ions. The au ho s o his
di ec ion do his on he basis o a simpli ied model - he s uc u e o he b ain, consis ing o nodes,
and no o neu al ne wo ks, as in he eal human ne ous sys em. In pa icula , in he p og am "The
E a O A i icial In elligence" wi h Robe Downey J . (YouTube O iginals) Se ies 1: "Whe e is he
poin o no e u n?" using he example o c ea ing a «digi al child» capable o human-like emo ional
eac ions – a de ice ha can analyze music and imp o ise, as well as cybe limbs o musicians
and a cus om-made digi al double, he ollowing ques ions a e aised: How o c ea e a copy o a
pe son, a s un double ha would look ealis ic, a copy ha in eal ime will beha e like a li ing
o iginal? The au ho s o he p ojec emphasize ha hey wan o achie e he eeling ha you a e
alking o a eal Will, and no o a digi al Will – his/he i ual e sion. Le ’s no e ha we a e no
alking abou cloning.
How a will i ake o c ea e a li ing, uly independen pe sonali y? This di ec s scien i ic
esea ch o undamen al philosophical ques ions. Fo example, abou he na u e o ee will. And
how, in gene al, o c ea e/ each o aise an independen pe sonali y? Wha is ee will and how o
de elop/ each willpowe ? “Someday I will be gone, bu he/she will emain” – his mo o inspi es
scien is s o u he de elopmen o AI, encou ages hem o expand hei c ea i e capabili ies.
Humani y has been ying o sol e his p oblem o housands o yea s: om he imes o A is o le,
Desca es, he c ea o s o he Golem o his day, his “ba le o a housand yea s” con inues. Is i
possible, in p inciple, o c ea e a machine capable o hinking independen ly? Le ’s say, a copy o a
speci ic pe son, independen and au onomous. Impossible. Bu people ha e achie ed a lo h ough
join wo k. So a , i s goal is de ined as ollows: AI is a i ual assis an ha p o ides he oppo u-
ni y o de o e mo e ime o c ea i i y and social ac i i ies and o he ac i i ies. – his is he ange
o issues aised so a .
As a esul , some hing else is eplacing na u e and man, exp essed so a by he concep s o
digi aliza ion and i ualiza ion. We a e wi nesses and c ea o s o a new pic u e, a model o he
wo ld – “na u e – man – numbe ” (“na u e – man/b ain/socie y – digi al subjec ”), in which e y
soon only he “DIGITAL SUBJECT” may emain, because a numbe in he “DS” s a us does no
need ei he na u e o man. This does no mean ha such a subjec will necessa ily be agg essi e.
P esumably, he e will also be a “ o k” – sepa a ely “na u e – man” (“na u e – man/b ain/psyche/
socie y”) and sepa a ely “digi al subjec ” as wo pa allel wo lds.
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Psychoin eg a i e, om he poin o iew o I. Zyazyun, ac s as a gene al scien i ic ansdisci-
plina y esea ch me hodology, whe e he ini ial an h opome ic ideas and hei pa adigma ic models
a e in he impe a i e o human li e. In his aspec , pedagogical ac ion aimed a he de elopmen
o he indi idual becomes possible when i is based on e e nal uni e sal human spi i ual alues:
«... i is necessa y o build a holis ic p ocess o acqui ing knowledge adequa e o li e, o build an
o ganic complex o humani a ian-social-his o ical, na u al-scien i ic and a is ic disciplines, uni ed
by he uni y o humanis ic meanings and spi i ual and mo al goals» [25]. One o he p e equisi es
o sol ing his ex emely impo an and complex ask is he acquisi ion by eache s o highe
(especially echnical) schools o ho ough psychological and pedagogical knowledge, skills, abili ies,
and a i udes.
The in e p e a ion o uni e sal human alues as alue-o ien ed senso y knowledge ha p o-
ides he meaning o li e and human ac i i y is ixed in his o ically speci ic o ms o cul u e and he-
o e ically subs an ia es ou psychosyne gis ic app oach o he p oblem o he pe sonal dimension
o highe educa ion om he s andpoin o human dimension. Pe haps one o he mos nega i e
consequences o o al digi aliza ion may be he de alua ion o uni e sal human alues in he ac ions
and beha io o he indi idual. To o e come and p e en his, i is necessa y o ake in o accoun he
cul u al and his o ical dynamics o changing pa adigms o educa ion as he axiological basis o social
in e ac ion ha globalizes he wo ld. Such an analysis allows o e eal he essence o he ends
in changes in alue o ien a ions, as a special social basis on which o expound he philosophical
and cul u al wo ld iew ha should de e mine he global unc ion o mode n scien i ic knowledge;
o e eal i s social o ce ha exp esses he p og ess and mode niza ion o educa ion in di e en
his o ical e as.
The common hing he e is he need o ansla e he achie emen s o science and cul u e,
bes p ac ices in o he consciousness o he Socie y, achie emen s agains he backg ound o
his knowledge and a i udes, awa eness o new p io i ies o he pe sonal dimension o educa ion.
The special hing is o e lec he connec ion o he cul u al, senso y expe ience o humani y wi h
educa ion, as well as he con adic ions ha a e inhe en in each model o he pic u e o he
Wo ld [26]. Na u ally, unde such ci cums ances, he educa ional sys ems o di e en coun ies
a e aced wi h he ask o spi i ual enewal o humani y as a whole and he younge gene a ion in
pa icula , he p ese a ion and ep oduc ion o uni e sal human alues.
Today’s wo ld goes beyond he heo e ical bounda ies o classical heo ies, since i is cha ac-
e ized by ins abili y, a iabili y, mul i- and mul idimensionali y, a complex opology o social space
and he he e ogenei y o his o ical ime. Thus, polypa adigmali y and ansdisciplina i y become im-
po an cha ac e is ics o mode n scien i ic knowledge. Cu en ly, a ans o ma ion end is being
o med in he s uc u e o a holis ic pic u e o he wo ld: “Na u e – Man” (wi h all he a ia ions
ha in ol e speci ying he componen “Man” – “man/b ain/socie y”). I is u ning in o a pic u e o
he wo ld “Na u e – Man – Digi aliza ion” (whe e he digi is connec ed o he pe son – exoskel-
e on, elec onic eye, e c.). On he o he hand, he e is a endency o o m wo sepa a e (pa allel)
pic u es o he wo ld: “Na u e – Man/Digi aliza ion” and “Numbe ”.
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The abo e indica es ha humani y, in gene al, and educa ion, in pa icula , a e expe iencing an
“absolu ely new p ocess.” I s quali a i e no el y can be exp essed in he ac ha “digi al subjec s”
will no longe exis as “sepa a e subjec s,” bu will begin o “oscilla e cohe en ly.” As a esul , he
“digi al subjec ” ield i sel will no longe consis o sepa a e unco ela ed “wa e ains,” bu will
ans o m “in o one p ac ically in ini ely long sinusoid.” Which, wi h g ea p obabili y, may allow
i o sepa a e in o an independen o m o an unna u al and inhuman kind – he “ci iliza ion o he
digi al subjec .”
Nowadays, psychosyne ge ic ideas o pedagogical mas e y should be a beacon o all conce ned
wi h sol ing p oblems o he quali y o highe educa ion, o all hose o whom Science and Educa-
ion a e he meaning o li e and a conscious alue, o hose who a e able o ai h ully se e Man
and eel he needs and eali ies o he s a e. Changes in mode n Uk ainian highe educa ion ha e
become easible. This has been achie ed o many yea s, bu he people whose leade s decei e
hem ma e ially and spi i ually su e a agic a e. En iching ad anced philosophical and me h-
odological expe ience wi h esea ch ha would con ibu e o he c ea i e implemen a ion o he
ideas o Uk ainian scien i ic schools in o mode n p ac ice is cu en ly necessa y, based on ou own
condi ions, cul u e, poli ics, men ali y, in he con ex o he pan-Eu opean and global de elopmen
o independen Uk aine.
Summing up he abo e, we no e ha uni e sal and na ion-building alue o ien a ions, as a spe-
cial social basis o he philosophical and cul u al wo ld iew, should be ex apola ed in o he global
unc ion o mode n educa ion, which should de e mine and implemen i s social powe , cha ac e -
ising ci ilisa ional de elopmen in di e en his o ical epochs.
6.2 Resea ch design and me hods
To sol e his p oblem, we used a se o in e ela ed scien i ic esea ch me hods based on he
applica ion o a sys ema ic app oach as a me hodology o combining philosophical, psychological,
pedagogical, sociological, aes he ic, his o ical, cul u al, and p ojec knowledge.
Le us explain hem:
1. Theo e ical me hods (analysis, syn hesis, compa ison, classi ica ion and sys ema isa ion o
esea ch esul s; analysis o pe iodicals, documen s, ac ual and s a is ical in o ma ion, disse a-
ions, e c.) – o s udy he s a e o esea ch on he p oblem, de e mine he speci ics o me hod-
ological app oaches; subs an ia ion and cla i ica ion o de ini ions o key concep s, ensu ing he
objec i i y o de e mining s a egic p ospec s and he possibili y o making compa isons wi h any
a ge g oup; he li e a y and analy ical me hod was used o sys ema ise and summa ise scien i ic
and li e a y sou ces; he applica ion o his o ical and ypological, analy ical, seman ic and p ag-
ma ic app oaches allowed o iden i y he cha ac e is ic ea u es o he ypology o he his o ical
dynamics o ci ilisa ional changes and o summa ise he ans o ma ions in he p ojec concep s
o scien is s o he 20 h and 21s cen u ies.
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2. Empi ical me hods (obse a ion, su eys, modelling and o ecas ing om he ini ial egis a-
ion/desc ip ion o ci cums ances and ac s/phenomena and beha iou o unde s anding he needs
o esponden s) – o subs an ia e he ends, concep s and o iginali y o he philosophical and
me hodological dimension o oca ional psychological and pedagogical aining o u u e specialis s
in he ield o echnology and design in Uk aine.
To summa ise, we would like o emphasise ha on he basis o he iden i ied and analysed
me hodological app oaches and me hods, philosophical and con ex ual basis o psychological and
pedagogical aining o u u e specialis s, he main ends in he implemen a ion o holis ic hu-
man-cen ed and na ion-building app oaches in he psychological and pedagogical aining o u u e
specialis s in he ield o echnology and design in he condi ions o wa and pos -wa econs uc-
ion o Uk aine ha e been ou lined.
6.3. Resul s
I should be no ed ha , as i ’s well known, uni e sal and na ion-building alue o ien a ions, as
a special social basis o he philosophical and cul u al wo ld iew, should be ex apola ed in o he
global unc ion o mode n educa ion, which should de e mine and implemen i s social powe , cha -
ac e ising ci ilisa ional de elopmen in di e en his o ical epochs. The e o e, in p ac ical e ms,
educa ion u ns in o a cul u al and philosophical space whe e alues, iden i y, hinking abili y and
esponsibili y o socie y a e o med. F om his pe spec i e, Kyi Na ional Uni e si y o Technology
and Design (KNUTD) in i s educa ional s a egy e lec s a wo ld iew ha is closely linked o he
philosophical and cul u al con ex . This app oach demons a es he deep in eg a ion o human-
i a ian knowledge in o echnological and design educa ion. A e all, Kyi Na ional Uni e si y o
Technology and Design is a mul idisciplina y educa ional, esea ch and inno a ion ins i u ion wi h
a de eloped in as uc u e and mode n ma e ial and echnical acili ies ha p o ides mul i-le el
aining o quali ied specialis s in a ious ields. The uni e si y is a lagship in he aining o special-
ised pe sonnel in he ields o ligh indus y, clo hing, business, a and echnical modelling, design,
a , pedagogy, psychology, economics and consume se ices, medicine and pha macy, law, e c.
I is also one o he oldes echnical highe educa ion ins i u ions in he coun y. The uni e si y is
engaged in scien i ic and inno a i e ac i i ies and is ecognised bo h in Uk aine and ab oad. I s posi-
ion in na ional and in e na ional ankings demons a es i s compe i i eness. Cu en ly, he highes
achie emen o KNUTD is i s inclusion in one o he mos in luen ial in e na ional uni e si y ank-
ings – QS Wo ld Uni e si y Rankings: EECA – a egional anking o uni e si ies in Eas e n Eu ope
and Cen al Asia. The QS anking e alua es he educa ional and esea ch ac i i ies o uni e si ies
based on he esul s o a su ey o mo e han 140,000 expe s, academics, employe s, as well as
indica o s o scien i ic, in e na ional and educa ional ac i i ies. In he QS Wo ld Uni e si y Rankings:
Eu ope 2024, he uni e si y is anked 551–600 among 688 uni e si ies in Eu ope, 81s in Eas e n
Eu ope, 13 h among 33 uni e si ies in Uk aine and 5 h among uni e si ies in Kyi .
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In addi ion, in 2023, o he i s ime in he his o y o he anking by he mos p es igious
in e na ional a ing o highe educa ion ins i u ions QS WORLD UNIVERSITY RANKINGS, ou uni e -
si y was included in he wo ld anking by educa ional p og amme: “A and Design” o he QS Wo ld
Uni e si y Rankings by Subjec 2023 and was quali ied in his segmen om 201 o 240 posi ions in
he wo ld, while aking he i s and only place in Uk aine. I is wo h no ing ha in he his o y o he
anking, no o he Uk ainian uni e si y has been awa ded such a high a ing. In addi ion o academic
and esea ch ac i i ies, s uden s a e ac i ely in ol ed in he social and cul u al li e o he uni e si y.
Many s uden s pa icipa e in a is ic g oups and c ea i e wo kshops. They compe e in he s a up
p ojec compe i ion “Inno a ion in Educa ion, Science, Business: Challenges and Oppo uni ies”,
he In e na ional Compe i ion o Young Designe s “DIGITAL FASHION”, he All-Uk ainian Compe i ion
o Web Page De elopmen “WEB- echnologis ”, he In e na ional Compe i ion o One Image and
New Yea and Ch is mas Deco “Ches nu Cons ella ion”, he All-Uk ainian Compe i ion o S uden
Resea ch Pape s, o eign language weeks, as well as in spo s ou namen s, compe i ions, e c.
The adi ional Peche sk Ches nu s In e na ional Con es is a eal ex a aganza o ideas by al-
en ed young designe s ha e en well-known expe s can en y.
The p ocess o p o essional aining o specialis s in he ield o echnology and design, in
pa icula in he ashion indus y, is ex emely complex and mul i ace ed, as i in ol es no only he
mind, knowledge, skills and abili ies o he a is -s uden , bu also his o he in e nal emo ional and
aes he ic eelings, obse a ions and memo y. This p ocess consis s and is explained by he logic
o a numbe o de ined s ages o p o essional ac i i y – om he designe ’s idea-concep , h ough
se ing asks, o ming a concep and choosing design echniques, me hods, ools and echniques,
combined in a di e en sequence o he implemen a ion o he idea [30]. The e o e, he p ocess
o educa ional p o essional aining o u u e specialis s in he ield o echnology and design a Kyi
Na ional Uni e si y o Technology and Design in ol es he manda o y implemen a ion o eal c e-
a i e p ojec s, including he c ea ion o undamen ally new o ms and ypes o mode n cos ume,
based on he use o knowledge abou a ious cul u es and a mo emen s, bionic objec s and
inno a i e ma e ials.
In he p ocess o p ojec implemen a ion (de elopmen o collec ions o clo hing, oo wea ,
accesso ies), s uden s de elop he abili y o collec in o ma ion, analyse and pu o wa d c ea i e
hypo heses, iden i y he p oblem and objec i es o esea ch using p ojec -based and heu is ic
me hods. I is ex emely impo an o de elop he communica ion skills o u u e p o essionals, he
abili y o wo k in a eam, discuss and op imise he expec ed esul s. In he p ocess o p ojec wo k,
s uden s c ea e no only new ypes o clo hing, bu also o m a holis ic iconic image ha con ains
a ious addi ions, accesso ies, hai and make-up, all he necessa y componen s o a c ea i e s yle
and image [31]. I is in he p ocess o implemen ing, p epa ing and subsequen ly p esen ing he
esul s o hese eal p ojec s ha u u e specialis s in he ield o echnology and design de elop
hei p o essional compe encies and “so skills”, and lea n o ad e ise and p esen wi hin he
amewo k o he a o emen ioned All-Uk ainian Compe i ion o Young Designe s “Ches nu Con-
s ella ion” and he adi ional In e na ional Compe i ion “Peche sk Ches nu s”.
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Na ional and pa io ic educa ion a he uni e si y is implemen ed h ough educa ional e en s,
exhibi ions, p esen a ions, and he dis ibu ion o in o ma ion ma e ials on signi ican e en s in
Uk ainian his o y. Also, scien i ic and p ac ical mee ings and e en s a e o ganised o de elop pa i-
o ic, labou , language, e hical, en i onmen al, ene gy sa ing and physical educa ion.
Fo example, a collec i e exhibi ion o eache s and s uden s o KNUTD “Sun lowe is a symbol
o Uk aine!” was held a KNUTD. The exposi ion o he exhibi ion co e s a wide ange o a is ic
echniques, combining adi ional and mode n me hods o execu ion, which makes i possible o
c ea e b igh , emo ionally ich images ha imp ess wi h hei exp essi eness and sub le y. The ex-
hibi ion demons a es no only he high le el o skill o he au ho s, bu also hei c ea i e app oach
o he embodimen o he sun lowe as a symbol o Uk aine in con empo a y a . The majo i y o he
exhibi ion’s wo ks we e p esen ed a he All-Uk ainian exhibi ions “Whe e he e is a Sun lowe –
he e is sunshine!” and “Sun lowe is he Sun’s Look”, whe e he Na ional Regis e o Reco ds
o Uk aine documen ed a eco d o he exhibi ion wi h he la ges numbe o pain ings depic ing
sun lowe s, speci ically 258. Pa icipa ion in he exhibi ion “Sun lowe is a symbol o Uk aine!” p o-
ided an oppo uni y o each a is o exp ess hei ision o his unique lowe symbol, apply he
la es echniques and expe imen wi h ma e ials. Fo KNUTD s uden s, his is an oppo uni y no
only o demons a e hei alen s, bu also o join a g ea mission – o p ese e cul u al he i age
by e hinking i in a mode n con ex . I ’s a chance o show you sel , o pay a en ion o new ideas
and iews, and o become pa o an a is ic communi y whe e e e y oice coun s. The sun lowe ,
as pa o ou cul u al he i age, is a b idge be ween he pas and he u u e, and s uden s a e he
ones who will c ea e his new a ha combines adi ion wi h inno a ion.
The ha monisa ion o he inne wo ld o he pa icipan s o he educa ional p ocess, he de el-
opmen o skills o sel -awa eness, sel - e lec ion and sel -analysis, he abili y o cope wi h ea s
ha a ise in he p ocess o change and ecognise hem a he uni e si y is implemen ed h ough
educa ional ac i i ies o s uden s: a aining session o i s (bachelo ’s) le el s uden s on he
opic “The oad is made by he walke : how o s a mo ing when you a e sca ed”, du ing he
aining s uden s had he oppo uni y o ge o know hemsel es be e , ecei ed p ac ical ools
o comba he ea o unce ain y, changed hei a i ude o i , de eloped skills o main ain hei
own psychological balance; an educa ional e en on he opic “Why a e you a aid o ho o ilms?”,
which aimed o iden i y he posi i e aspec s o ea , each s uden s o be awa e o and analyse
hei beha iou in si ua ions ha cause ea ; a p e en i e e en on he opic “Reco e ing los en-
e gy: Emo ional Bu nou ” was held o in o m s uden s abou he phenomenon o emo ional bu nou ,
i s causes and consequences; o iden i y ways o p e en and o e come i .
S uden s and eache s o Kyi Na ional Uni e si y o Technology and Design a e doing hei
bes o b ing ic o y close and a e cons an ly in ol ed in olun ee ing. One o such ac ions was
pa icipa ion in he p ojec o collec aid o he mili a y s a “Toge he o Vic o y!”. In Ap il 2025,
s uden s and eache s, he s a union and s uden go e nmen o KNUTD o ganised a collec ion o
supplies o he mili a y s a : ea, co ee, swee s, hygiene p oduc s, unde wea , e c. – hings ha
will make li e easie o he de ende s o Uk aine du ing hei mili a y se ice.
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The uni e si y con inues o implemen he educa ional, scien i ic and cul u al p ojec “Pa hs o
Ou s anding Fellow Scien is s”. The i s wo expedi ions ook place along he ou es o Zhy omy
egion, whe e he p ominen ounde o cy ogene ics H yho ii Le y skyi was bo n, and Kyi , whe e
he s udied, wo ked, and spa ked he in e es in gene ics o hen young en omologis T. Dobzhansky.
As pa o his p ojec , a scien i ic semina “DNA Day 2025” was held. The e en was conduc ed o
celeb a e he anni e sa y o he ou s anding igu e o wo ld science, Theodosius Dobzhansky, he
mos amous co-au ho o he syn he ic heo y o e olu ion, and o p omo e he ole and con ibu-
ion o Uk ainian scien is s in he con ex o he o ma ion o gene ics.
In o de o p omo e a heal hy li es yle among s uden s, he Fu sal Tou namen among s uden s
o highe educa ion ins i u ions o he Peche sk dis ic o Kyi was held on he day o he All-
Uk ainian Foo ball in coope a ion wi h he s uden sel -go e nmen o Kyi Na ional Uni e si y o
Technology and Design and wi h he suppo o he Depa men o Physical Educa ion and Heal h o
he Uni e si y. The ou namen was a g ea oppo uni y o he pa icipan s o demons a e hei
skills, endu ance, eam spi i and hi s o ic o y. In addi ion o spo ing exci emen , his ou na-
men became a symbol o s uden ini ia i e and suppo , and he cohesion o eams and spec a o s
made i a eal celeb a ion o s uden spo .
Much a en ion is paid o he o ma ion o academic cul u e and in eg i y, as well as o holding
hema ic li e a y e enings, c ea i e and in ellec ual compe i ions. Thus, on he ini ia i e o he s u-
den ac i is s, he Quiz “H yho ii Sko o oda is a Philosophe o F eedom” was held, which con inued
he implemen a ion o he in o ma ion, a is ic and educa ional p ojec o KNUTD “We a e being
examined by H. Sko o oda”, dedica ed o he honou ing and comp ehension o he in ellec ual he -
i age o H. Sko o oda. The Quiz was opened wi h an in e ac i e in o ma ion page, which ells abou
he wo k and in e es ing ac s om he li e o he g ea philosophe , who is ecognised as one o
he i e g ea es sages o he wo ld alongside Soc a es, Con ucius, Spinoza and Maha ma Gandhi.
The emphasis in he in o ma ion d ew he pa icipan s’ a en ion o he sou ces, mani es a ions o
eedom and indi iduali y in he li e and wo k o H. Sko o oda.
The Uni e si y implemen s in p ac ice a philosophical and cul u al model o educa ion ha
mee s he challenges o he wen y- i s cen u y. I ecognises educa ion no only as a ool o
aining specialis s, bu abo e all as a sou ce o shaping a pe son’s wo ld iew, cul u al and social
ma u i y. I s ci ilisa ional mission is o c ea e no only p o essionals, bu also global ci izens capable
o being agen s o change, while main aining hei iden i y and esponsibili y o socie y.
6.4 Discussion
A spi i ual co e o adi ion o ou socie y, and a he same ime an impe us o uni e all
people who wan a ai li e in and a ound Uk aine – he Uk ainian na ional idea, which eme ges as
he leading ideological dominan o s a e-building [32]. I is he leading one bo h in he educa ion
sys em in gene al and in he oca ional psychological and pedagogical aining o u u e specialis s
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in he ield o echnology and design in Uk aine in pa icula . Since design, as a socio-cul u al
phenomenon, should play he ole o c ea ing aes he ically exp essi e hings ha a e an in eg al
elemen o cul u e, he main ield o aes he ic subjec - o ming ac i i y esponsible o ha monising
human ela ions wi h he wo ld o hings.
Tha is why a philosophical and cul u al s udy o he aining o u u e design p o essionals,
aken in he uni y o he design, o mal and seman ic aspec s, is also ele an . This allows us o
c ea e an idea o design no only as a sys em o c ea ing hings, bu also o pe o m an in e me-
dia y unc ion be ween la ge-scale indus ial p oduc ion and he needs o a pa icula pe son o a
ha monious objec en i onmen . A e all, he gene al unc ion o design as a sys em and me hod o
c ea ing hings is o ha monise he objec wo ld and human exis ence o mee he needs o human
cul u e ( i al, exis en ial, spi i ual and social) [33] o c ea e condi ions o he de elopmen o a
sa e li ing en i onmen as he basis o secu i y in Uk aine, as well as a mode n in e nal secu i y
sys em as a ac o in coun e ing Russian agg ession.
Sel -o ganiza ion is an in eg al elemen o he ca ego ical-concep ual ield o he pos -nonclas-
sical social humani a ian sphe e (syne ge ics), which e lec s he e olu ion o scien i ic ideas abou
sel -o ganized complex en i onmen s and an h o-sociocul u al sys ems. I has become a means o
de ining social sys ems/en i onmen s in he mode n scien i ic pic u e o he socio-cul u al wo ld
and ac s as a mechanism o egula ing human ac ions in socie y. In es iga ing he issue o psycho-
me ici y o oday’s social eali y, le ’s bo ow he idea gi en in he wo k o D. Kozob odo a [34],
which is ha he mode n unde s anding o his issue lacks co espondence be ween he ideas o
mode n science, namely:
1) abou he mechanisms, cha ac e is ics and beha io o he phenomenon o sel -o gani-
za ion – on he one hand;
2) abou i s ole in social beha io , social ac i i y, he s a e o man and socie y, he o ma ion
o social eali y as sel -o ganized en i onmen s/sys ems – on he o he hand [35];
3) abou he ole o psychome ics and in eg i y in unde s anding he ea u es o he in e ac-
ion o he a o emen ioned en i onmen s/sys ems in he con ex o he beha io o he mac o- and
hype -objec o esea ch o med by hem.
The possibili y o such a ques ion ega ding he s udy o social eali y and i s psychome ics is
cu en ly p o ided by such pos -non-classical cogni i e means as he concep ual model (philosoph-
ical ca ego y, p inciple) «whole in whole», which includes in eg i y [24]; hype pa adigm (concep )
“b ain – psyche – mind/consciousness” [36]; inally, he idea o he human psyche and i s pe sonal-
i y, socie y and o ganism, b ain and hinking, pe cep ion and c ea i i y, li ing, non-li ing and i ual
on a single syne gis ic basis.
In he b oades sense, om he poin o iew o he heo y o sel -o ganiza ion, socie y (so-
cial eali y) appea s as a nonlinea complex sys em o a special ype, in which s abili y is ensu ed
by in e ac ion wi h he ex e nal and in e nal en i onmen . As is known, he basic concep s o he
syne gis ic app oach include he e m “bi u ca ion”. Ge ing o he poin o social bi u ca ion means
ha social eali y wi hin he s udied aspec will no longe be able o e u n o i s p e ious s a e,
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and one should expec he eme gence o a ious op ions o a new social o de in socie y. In a
sense, his is a poin o no e u n o social eali y, since he o me sys em o o de and s abili y
unde goes a adical dis up ion. I is he e ha an impo an poin o ou s udy a ises, namely, ha
he social o de is no always o a pe son his/he social eali y as such, ha is, he one on which
he/she is guided in his/he beha io , decisions, ac ions, goals, choices. This is wha i is possible o
call he «psychome ici y o social eali y».
I is necessa y o pay a en ion o his aspec (phenomenon) in he con ex o he beha io o
socie y as a social eali y, as well as he people who make up his socie y – hose who ha e hei
own, subjec i e (pe sonally o ien ed) social eali y. I is possible o emphasize ha when conside -
ing hese phenomena om he s andpoin o a syne gis ic app oach, i is p ecisely his di e ence
be ween he social eali ies o he indi idual and socie y, ha ing eached a c i ical le el, can igge
a c isis in he dimension o "pe son", "his/he social beha io " – ha is, human dimension, psychod-
imensionali y. This can also occu in he dimension o « he s a e o he social en i onmen /sys em
(socie y)» – ha is, sociodimensionali y. In such a pe spec i e, he ac ha he s a e o social
eali y signi ican ly depends on human ac ions, and hey, in u n, on he psychodimensionali y o he
social eali y o he indi idual (subjec ), i s in e nal s a e, becomes o pa icula impo ance. In he
analyzed si ua ion, he p esence (mani es a ion) o he psychodimensionali y o he social eali y o
socie y i sel is aced.
Conside a ion o dimensions – psycho-, socio-, human- in he pos -nonclassical mac oclassi-
ica ion o sciences, was in oduced o implemen he ansdisciplina i y o scien i ic esea ch o
he 21s cen u y [37]. Acco ding o L. Be zenko, his is p ecisely he essence o ins abili y in i s
ue meaning, since du ing his pe iod, sel -o ganiza ion mechanisms begin o ope a e in socie y,
which de e mine he u he cou se o he sys em’s mo emen owa ds a new o de . “My h,
game, c owd, spon anei y, andomness – he main concep s ha can heo e ically encompass his
p ocess. Social s uc u es, which seem o a ise by hemsel es, a e based on a common my ho-
logical space o on gene al ules o he game ha a ac membe s o socie y in o hei sphe e o
a ac ion” [38]. A he same ime, a he mac o le el o socie y, he e is a up u e o social ies,
habi ual e e yday p ac ices, adical changes in he p e ious li es yle. The esea che emphasizes
ha he chaos i sel , in o which socie y is ul ima ely imme sed, becomes an en i onmen ha gi es
ise o a new social o de . I has no ye appea ed and has no been es ablished, i exis s only in
he o m o possible op ions, he e o e unp edic abili y is a cha ac e is ic ea u e o such a s a e o
ins abili y. In such a s a e, he ole and signi icance o communica ion be ween membe s o socie y,
hei ac i i y and abili y o es ablish connec ions and ela ionships a e especially inc easing. The e-
o e, an indi idual (pe sonali y, subjec ), who is accus omed o a s able s a e o socie y, o a ional
decision-making in he condi ions o a slowly changing social en i onmen , o clea o ecas ing o
u he de elopmen pa hs, will eel insecu e – unadap ed o he new condi ions o ins abili y: “In
he whi lpool o mode n social p ocesses, a mode n pe son canno eel adequa e” [38].
The mos i idly and ob iously desc ibed p ocesses and changes we e el by esiden s o
many coun ies du ing he qua an ine pe iod du ing he COVID-19 epidemic – he heo y u ned
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in o a bi e illus a ion. Social eali y is collapsing, “...and wi h i – he social o de as a uni e sal
mechanism o iden i ica ion o indi iduals and socie y”. In his con ex , he concep o “psycho-
me ici y” o “psychome ic en i onmen ” [36, 39], p oposed in psychosyne ge ics, dese es
a en ion. A en ion o man and an h opome ic mani es a ions in social ac i i y in his concep
makes i possible o conside social eali y as a psychome ic en i onmen . This means ha i is
o med, de elops and ans o ms (sel -o ganizes, becomes chao ic, collapses, changes, “hangs” in
he “pla eau” s a e, e c.) as a esul and in he p ocess o he men al (psychome ic) ac i i y o
a pe son, a g oup, a communi y o people a di e en scales o space and ime, as well as a he
scales o indi idual cul u es and ci iliza ions.
I is necessa y o emphasize: wi hou men al (psychome ic) ac i i y, human-dimensional social
ac i i y canno exis , and he in e nal men al, in e nal pe sonal ac i i y o he human subjec , his/
he sys em o men al eali y signi ican ly a ec s he cha ac e , s a e and p ocesses o social eal-
i y. I is he idea o i ha a pe son uses in his/he hinking, pe cep ion, social beha io , in ac ions.
A new aspec in his issue is he concep and phenomenon o “digi -subjec ”. Thus, i is abou
he ac ha social eali y is psychome ic, and each pe son o g oup (communi y) p oceeds om
hei own psychome ic ideas abou social eali y, as well as abou hei own ac ions in i , goals,
consequences, beha io . Acco dingly, le ’s conside social eali y as one ha a ises, ans o ms
and exis s in a pe son’s own imagina ion as a esul o hei pe cep ion, awa eness o unconscious-
ness, ac i i y, beha io , ela ionships and connec ions wi h o he people and social s uc u es,
in pa icula hose ha a e inc easingly au oma ed and obo ic in ou ime. In ac , i is abou a
ce ain subjec i e e sion o social eali y, which a pe son o ms in hei hinking, imagina ion, mem-
o y. Ano he ques ion is whe he a pe son has an objec i e e sion? A e all, he phenomenon o
social eali y i sel a ises and exis s only inso a as he e is a pe son him/he sel , who pe cei es he
wo ld a ound him/he and he wo ld wi hin him/he . Howe e , ecen changes, which esea che s
de ine as he eme gence o a “digi al subjec ” [35] – ha is, a wo k ha has an independen way
o exis ence, i s own “digi al subjec ” en i onmen (socie y) wi hou he pa icipa ion o people
and uses a speech sys em c ea ed by i , – lead o he need o dis inguish ano he ype o social
eali y – “digi al subjec ”. This ype can exis in h ee a ian s:
1. “Digi al subjec social eali y”, which is obse ed by a pe son in he beha io o a digi al
subjec .
2. Social eali y ha exis s in he memo y o he digi al subjec i sel .
3. Social eali y ha is o med in he p ocess o hei communica ion (pe son – digi al subjec ).
F om hese posi ions, sel -o ganizing s uc u es and ex eme non-equilib ium s a es can be-
come pa ame e s o a new o de in social eali y in he aspec o i s psychome ici y – on he one
hand, as a ep esen a ion in he hinking o he subjec , and on he o he – as he basis o his/he
social ac ions. Based on he heo e ical esea ch conduc ed in he men ioned wo k, i is p oposed
o use he concep ual model o he psychome ic en i onmen o I. Ye sho a-Babenko in ela ion o
social eali y and in oduce a new e m – “psychome ici y o he social en i onmen ”. The concep
o “psychome ici y o social eali y” and he ela ed concep ual model o I. Ye sho a-Babenko
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and ideological and social powe , he na u e o which pe mea es all educa ional pa adigms [26].
This has led o he need o iden i y new ele an con en , main di ec ions, mechanisms o o e-
cas ing, de eloping and implemen ing he philosophical and me hodological dimension o oca ional
psychological and pedagogical aining o u u e specialis s in he ield o echnology and design
in Uk aine, which would mee bo h he needs o he p esen and he u u e sus ainable de elop-
men o he s a e. A e all, educa ion is a s a egic esou ce o he socio-economic, scien i ic
and echnological de elopmen o socie y, ensu ing he imp o emen o human wel a e, na ion-
al secu i y and in e es s, s eng hening he au ho i y and compe i i eness o he s a e in he
in e na ional a ena.
The e o e, we see p ac ical asks in e ms o u he p ospec s in he implemen a ion o
“P og ammes o Imp o ing Teaching wi h P ese a ion o Uk ainian Na ional Cen ici y”, which
should begin wi h:
1) sea ching o alen ed eache s on a na ionwide scale who a e capable o eaching in he
a ea o pedagogical excellence de elopmen ;
2) de elopmen o special me hods o diagnos ics o he selec ion o eache -coaches o
in-se ice aining o uni e si y eache s;
3) c ea ion o a compe i i e si ua ion o he selec ion o eache -coaches; es ing and e alu-
a ion o he “Emo ional, senso y and cogni i e- oli ional sphe es o he eache ’s pe sonali y” and
i s use in he de elopmen o he eache -coache’s pedagogical abili ies.
Conclusion
We belie e ha a p omising di ec ion is o expand he scope o esea ch on he pedagogical
skills o eache s o highe educa ion ins i u ions in a human-dimensional holis ic uni y: cogni i e,
emo ional and cona i e componen s. A e all, i is he implemen a ion o a scien i ically and po-
li ically balanced educa ional policy ha de e mines he deg ee o desi e o uni e si y g adua es
o dynamic ci ilisa ional changes, hei spi i ual, mo al and pa io ic educa ion, and hei abili y
o se e he Mo he land p oduc i ely, o c ea e li e and o ul il hemsel es in he socie y o he
wen y- i s cen u y [19]. The main goal o such esea ch wo k should be aimed a [10]:
– o ganising and conduc ing undamen al and applied esea ch o sol e opical me hodological,
heo e ical, analy ical and p ac ical p oblems o ensu ing he quali y o educa ion in e ms o in e -
ac ion in he “Human – Human” sys em;
– popula isa ion and implemen a ion o esea ch esul s, imp o emen o educa ional con en
and o ganisa ion o he educa ional p ocess in o de o de elop pe sonal pedagogical skills as an
in eg al sys em o pe sonal and p o essional de elopmen o eache s;
– p omo ing poli ical, legal, spi i ual, cul u al, and socio-economic de elopmen o socie y
by de eloping and implemen ing app op ia e scien i ic, me hodological, psychological and pedagogi-
cal suppo in educa ional p ac ice;
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PROFESSIONAL EDUCATION AND PERSONNEL TRAINING
CHAPTER 6
– p o iding consul ancy and scien i ic and expe suppo in he ield o quali y o lea ning and
eaching o highe educa ion ins i u ions, conduc ing aining and p o essional de elopmen o
heads o s uc u al uni s o highe educa ion ins i u ions;
– dissemina ing he expe ience o he Uk ainian Scien i ic School o Pedagogical Excellence
in he ield o quali y o p o essional educa ion in highe educa ion ins i u ions by imp o ing he
pedagogical and manage ial quali ica ions o scien i ic, scien i ic-pedagogical, pedagogical s a and
o he academic s a ; o ganising condi ions o he o ma ion, de elopmen and sel -de elopmen
o pedagogical skills o specialis s, ul ilmen o hei in ellec ual, spi i ual and cul u al po en ial in
he ield o scien i ic and educa ional ac i i ies.
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