Contemporary practices of foreign language preparation of future international relations specialists at universities

The article analyzes the changes taking place in Ukrainian education during the last five years, are compared with the processes taking place in Europe, and an attempt is made to identify the main trends in the development of domestic foreign language education in the near future, allowing us to: predict probable challenges and prepare for overcoming them; focus on the main areas; to formulate new tasks, review the content, and possibly approaches to methodological training foreign language teachers taking into account these trends. Special attention is paid to the training of specialists in the field international relations is due to the fact that the process intercultural communication is significantly complicated problems due to certain differences and differences in perception of the world around us native speakers of different languages and cultures, which often leads to misunderstanding of each other, and in some cases becomes the cause of undesirable situations. The purpose of the article is to analyze the peculiarities of the development of foreign language education in Ukraine, to investigate the tendencies of the influence of the European educational system on the development of foreign language education in our country. The article highlights the results of the study of trends in the development of foreign language education in Ukraine, them influence on the formation of methods of learning foreign languages in higher education, their effective used during foreign language training of future specialists in non-language specialties in modern times stage. Some aspects of the formation and development of foreign language education at different stages of it are analyzed formation in the context of the subject of research and their relevance in modern conditions of preparation for the future specialists in the humanities in higher educational institutions of Ukraine. The main directions are clarified development of trends in foreign language education through analysis of works and research of leading experts in the field. In the frame of the study, it was revealed that the concepts of "bilingualism", "plurilingualism", and "multilingualism" in the system of higher education in Ukraine have become the significant components of foreign language training of future specialists in a particular field. The research concluded that, at the present stage of Ukraine's entry into the European educational space foreign language education is an element of cultural interaction, that promotes the formation of interests in another mentality, increases motivation, and expands the scope of international cooperation. We see the conclusions and prospects for further research in this area in a more in-depth approach to creative development and finding new ways to improve efficiency of the educational process of students of the faculties of international relations in the light of the latest requirements of the Ministry of Education and Science of Ukraine for teaching foreign languages at a qualitatively new level.

Study of managerial competence of future education managers in the context of using electronic educational environment

The article considers the question of the features of the training future education managers, their manage skills, the structure of which provides knowledge and experience in using the electronic educational environment. This problem is important, especially now, in the context of the coronavirus pandemic, when educational institutions work mainly in a distance format. Now every manager of an educational institution must be competent not only in the field of information technology and have appropriate digital competence but also knowledgeable in the implementation of the electronic educational environment of the institution, in particular, to resolve certain management issues. During literature analysis, we found that there are many studies that describe the use of ICT in the process of forming the managerial competence of future education managers. But, there are few studies that describe the features of the work of the manager in the electronic learning environment (ELE) and solve the problem of their training in this context. To obtain objective information about the level of managerial competence in future heads of higher pedagogical education, we organized a survey that found that future education managers do not have a clear idea of ELE and do not understand its potential for management. During the study, we developed levels of managerial competence of future managers, to which we added skills related to the use of ELE. The training of students lasted from 2017 to 2020 according to the methodology that took into account the structure of managerial competence knowledge and skills of using ELE. We conducted an experimental study that determined the effectiveness of the methodology for the formation of managerial competence of future heads of educational institutions in the context of ELE. This study found that such training contributes to the formation of the future manager, develops his managerial skills, allows to solve the problem of developing managerial competence in future education managers using ELE, is an effective means of implementing educational programs at the university.

Using of digital technologies in the teaching of aviation chemistry in flight establishments of higher education

The article deals with the problem of development of cognitive interest of cadets of flight educational institutions in the process of teaching the discipline «Aviation Chemistry» through the use of digital technologies in the educational process. In the process of training cadets, taking into account the epidemiological situation, there is a need to use techniques that stimulate increased attention and interest in the classroom, in particular in the process of distance learning. Such techniques define digital technologies in the article. The concept of «digital technologies» is clarified, their composition and principles of application are substantiated. Monitoring of digital tools used in the process of student learning. The tools for setting the educational problem, summarizing the studied material, summarizing, tools for testing and consolidating knowledge, forming critical thinking, tools for organizing group work, reflection and for organizing independent work of cadets. Also, the criteria for selecting digital technologies are highlighted. Emphasis is placed on using the Google Workspace cloud service package. In particular, the use of such services as Google Classroom, Google Meet, Google Forms, Google Chat, Google Drive in the process of teaching the discipline «Aviation Chemistry». In addition, the use of digital tools is described: Learningapps - a tool that allows you to create interactive exercises; Answergarden - a concise tool for organizing instant evaluation of responses; Mindmeister is a tool for creating mental maps.

Formation of valeological competence in non-medical students

Competence approach is generally accepted in modern education. Competence is the ability to perform a variety of practical tasks in life and professional activities at a sufficient professional level, which is due to cognitive abilities and skills, social interaction, motivation and will. There are lingual, informational (digital), communicational, cultural, ecological, valeological (health saving) and other competencies should be formed in the student, regardless of the profile of his education. In Ukrainian legislation, valeological competence is referred to the category of "civic and social competences". Valeological competence in educational standards given less importance than, for example, ecological competence. We have not found a clear definition of valeological competence. In our opinion, valeological competence is the ability to lead a healthy lifestyle, practice safe behavior and provide emergency care. For its formation in students of non-medical higher educational institutions we have proposed the initial academic discipline "Health Pedagogy". The study is theoretical, based on the analysis of scientific sources and regulations of Ukraine, including national educational standards. Preliminary data on the introduction of the author's program of the discipline "Pedagogy of Health" in the educational process of the Ukrainian Engineering Pedagogics Academy for students of "011 - Educational, Pedagogical Sciences" specialty "Bachelor" and "Master" educational levels are also taken into account. Requirements for valeological competence formation in non-medical students on accordance with the level of education, the proposed components of the curriculum and components of competence (cognitive, activity, motivational-value and personal) are formulated. The author's definition of valeological competence is supplemented with a list of its components subject to qualimetric assessment. The list of competencies, necessary for the valeological competence formation, as well as those competencies that are formed or improved simultaneously with the valeological competence during the study of valeological discipline "Health Pedagogy" by non-medical students.

Impact of higher music education on coping with stress during COVID-19

The article is dedicated to the study if students with special musical education have any benefits of stress coping over students of other specialties during the pandemic. The main purpose is to study the attitude of student musicians to overcome stressful situations caused by COVID-19 in the learning process. Research objectives include: current state of music education in the context of forced quarantine distance learning; the impact of forced quarantine distance learning on stress among students of music and non-music specialties; the analysis of stress coping skills and the impact of music education on them; recommendations for improving the psychological and pedagogical interaction of the participants in the educational process. The study involved 160 respondents, 80 of them are music students and 80 students of other specialties that do not belong to the study of musical art. To collect information and data, the study participants were asked to fill out a Google form. The results of the study show that online learning is very time-consuming and that losing a satisfactory work-life balance is stressful. But students became more organized in managing their activities. Internet platforms have proven useful for sharing materials, communicating, sharing information and content, and keeping track of all work done. Thus, there is a tendency towards easier tolerance of stress by musicians, although our study showed that with a slight margin of 80.6%, people without musical education consider themselves happier by 82%. This is also confirmed by the fact that non-musicians are more optimistic about their future according to the results obtained on the Beck's Hopelessness Scale, where 2 units are for musicians and 1 for non-musicians. These results indicate that hopelessness has not been identified and students are optimistic about their future. In the context of stress coping recommendations for students are provided. In conclusion, based on the information gained and own experience there is a variety of ways to obtain benefits from both online and offline learning forms for both musicians and non-musicians.

Development of a methodology for assessing the effectiveness of higher education institutions departments

As a result of reviewing the scientific literature, studying the legal framework, analysis of socio-economic conditions, modern practice of higher education institutions management, a contradiction was found between the high requirements for free economic management and the lack of criteria for evaluating its effectiveness on the basis of innovative technologies. This contradiction can be resolved by developing appropriate models and methods for evaluating the work effectiveness of higher education institutions. In this case, the method should be based on the results of the basic structural unit of the institution of higher education, meaning the department. The purpose of the work is to increase the informativeness of assessing the effectiveness for departments of higher education institutions by determining comprehensive performance indicators through the methodology of public funding distribution. The methodology is based on the principles of financing higher education institutions introduced by the Cabinet of Ministers of Ukraine. In order to create a methodology for assessing the quality of a higher education institution functioning, a set of criteria for assessing the education quality in higher education institution, the quality of scientific and international activities and financial activities were considered. The developed methodology allows to determining complex performance indicators through the method of public funding distribution, which operates with the following data: indicator of the estimated contingent of higher education; indicators of average competitive scores of entrants to study at the bachelor's and master's levels of education; an indicator of the scale of a higher education institution activity; indicators of personnel of scientific and pedagogical workers; indicator of a money amount from scientific works; students-winners indicators of a student scientific works competitions and Olympiads; an indicator of the publications number and citations according to the scientometric databases Scopus and Web of Science, meaning the international recognition for employees of higher education institutions. The formed methodology can be used by the administration of a higher education institution to calculate possible funding for the next year, determine the amount of funding for its departments, and so on.

Modern Regularities and Principles of Foreign Language Education of Future Specialists in International Relations in the Process of Professional Training

The relevance of this study is that in Ukraine, foreign language education acquires a special status, which is argued by the fact that language creates an effective basis for international and intercultural understanding. However, the problem of implementing intercultural foreign language education in higher education institutions needs further comprehensive analysis and solution. This is evidenced by the analysis of the state of intercultural foreign language education in the works of national and foreign scholars, which demonstrated the numerous views and scientific achievements on the successful implementation of foreign language education in Ukraine. The study of foreign languages in higher education institutions of Ukraine is an indisputable positive feature of curricula, based on the recognition that the study of languages along with significant practical, educational, educational and developmental potential is a necessary condition for the education of modern specialists in international relations. On the other hand, today it is an urgent need in terms of the chosen socio-economic vector of development of our state, as the implementation of the concept of "learning languages during life" is impossible without careful study of languages by future experts in international relations. The study allows us to identify the leading patterns and principles of foreign language education in the European Higher Education Area. In the course of the research it was found out that foreign language education of specialists in international relations is based on regularities and general didactic principles that reflect the main approaches to the organization of education, namely: developmental and educational nature of education; scientificity; regularity and consistency; accessibility; connection of theory with practice; individualization. The research concluded that an open European educational space highlights significant prospects, while requiring efforts to remove barriers and upgrade foreign language teaching and learning systems in higher education. The formation of a single European cultural and economic space actualizes the creation of parameters of "europeanness" of modern Ukrainian science, culture and education.

Model of realization of personalized learning of students of higher education institution

In the article, the author considers the organization of personalized learning of students of higher education by designing a pedagogical model of education. Personalized learning improves the educational process, as the student can build their own educational trajectory according to their individual needs, interests, preferences, and abilities. The proposed pedagogical model reveals the structure and content of personalized education of higher education institutions, the central figure of which is the student, his educational needs, interests, and abilities. We have identified the purpose of personalized learning, the principles and main stages that reflect the dynamics of its operation, as well as the pedagogical conditions for effective implementation of the proposed model. We have identified the basic principles of personalized learning. These are the principle of consciousness and activity of the student, accessibility and comprehensibility of the content of education, flexibility and adequacy of the educational process, the principle of consistency and dosage of educational content, social participation of participants in the educational process, control and self-control. The implementation of the model should be carried out in stages. These processes include the processes of initiation, diagnosis, and design, integration, with the latter process occurring cyclically. Pedagogical conditions are the main condition for the effectiveness of personalized learning. In the process of implementing personalized learning, it is advisable to adhere to the normative, socio-psychological, and organizational-pedagogical conditions of the educational process. The development of the model made it possible to identify certain characteristics of personalized learning. In particular, it allows to significantly increase the motivation to learn, to build an individual educational trajectory, to adapt the learning process in accordance with the student's interactions and through the mechanisms of electronic environment systems.

Academic mobility in Slovakia: incoming and outgoing student migration flows

In the article modern situation of academic mobility of students in the Slovak Republic under the conditions of educational internationalization is analyzed. The main conditions and tools of implementing academic mobility in Slovakia are clarified. Academic mobility for all participants of educational process under modern conditions is an important part of higher education internalization. It is defined that implementation of development strategy of international mobility is one of the priority tasks for the national policy in the Slovak Republic. Academic mobility finds systematic support at the Slovak state level. Appropriate conditions have been created for the implementation of academic mobility at the institutional, national and European levels. Along with the benefits, internationalization and mobility poce new challenges for Slovak society. This article looks at three aspects of student mobility flows: incoming mobility, outgoing mobility and mobility balance. There is a problem of imbalance between incoming and outgoing forms of mobility in Slovakia. It is empirically established that Slovakia belongs to the countries with strong flows of initial degree mobility. In the context of Slovakia's European integration, there has been an increase in the number of students participating in academic mobility programs. Factors that stimulate the initial academic mobility of Slovak students are the attractive image of foreign universities, the quality of education and educational services, better employment opportunities, various scholarship programs, lower tuition costs, social support for students and others. Factors such as proximity, language, historical ties, geographical distance, bilateral relationships and political framework conditions are key determinants in selecting a country in which to study. Despite the obvious benefits of international mobility, researchers are increasingly focusing on the problem of "brain drain" and the loss of intellectual potential. Slovakia's problem is that students do not return to their home country after completing their studies abroad. Academic mobility has become one of the channels of migration in Slovakia. In the long term, the potential of the educated and highly qualified population is weakening. This can negatively affect the development of society in economic, cultural, scientific and social aspects. Based on the analysis of the current state of mobility in Slovakia, it is concluded that the country's higher education system is characterized by a significant degree of internationalization.

Synchronous and Asynchronous E-Learning Modes: Strategies, Methods, Objectives

The article deals with the main strategies, methods and objectives of synchronous and asynchronous E-Learning Modes from a scientific and practical point of view. A detailed description of the synchronous and asynchronous online-learning at different historical stages is presented. The task of the distance education in light of the trends of modern society and its role in the implementation of professional and social aspirations of an student is shown. The basic problems of contemporary ICT, the difference and peculiarities of the synchronous and asynchronous methods of e-communication are determined. The general tendencies, content, sources, means, forms and methods of ICT implementation in terms of strict quarantine circumstances are highlighted. Certain ICT tools implemented by higher educational establishments to provide distance learning in the educational institutions are defined. The key ways of overcoming the contradictions that arise in the path of self-improvement of a student in the present are called. The application of ICT tools by the teaching staff as an essential and effective instrument to modernize the educational process is emphasized. Online-learning environments, namely synchronous and asynchronous ones, essential to provide distance education, are mentioned. Various forms of interaction involved in synchronous and asynchronous modes are pointed out. The current practices of synchronous and asynchronous e-learning/teaching in English language are established. The results of the case study of the effectiveness of a/synchronous environments towards better English language learning are evaluated. The analysis of the strategy used in distance learning is presented. The leading instruments and tools for synchronous and asynchronous online-learning are stressed on. The description of "high degree of interactivity" between participants who are separated from each other geographically and in time by asynchronous learning environments is provided. The basic measures for the introduction of distance learning technologies in the educational institution, which do not contradict the principles of pedagogy, but supplement and promote the development of the process of education, are formulated. The preferences of students as for methods used during remote education are noted. Basic challenges for teachers, institutions, and students, provided by both synchronous and asynchronous modes of distance learning, are described.