December 03, 2024
Borys Grinchenko Kyiv Metropolitan University
On December 3, 2024, at a meeting of the Academic Council at Borys Grinchenko Kyiv Metropolitan University, an interim report on the results of the implementation of the research work conducted by the Department of Educology, Psychological and Pedagogical Sciences at the Faculty of Pedagogical Education “Innovation in Development of Higher Pedagogical Education in the Interdisciplinary Dimension” (registration number: 012u000123; term of execution: 01.03.2021 - 01.03.2026) was approved. Research leader: Liudmyla Khoruzha, Doctor of Science in Pedagogy, Professor, Head of the Department of Educology, Psychological and Pedagogical Sciences.
The results of the study for the period from March 2021 to December 2024 were presented by Mariia Bratko, Doctor of Science in Pedagogy, Professor, Professor of the Department of Educology, Psychological and Pedagogical Sciences, the project participant.
Main results at the theoretical and methodological level: the dimensions of higher education innovation (normative-strategic, conceptual-methodological, didactic-technological, personal) have been defined, the conclusion has been made about the methodological basis of innovation in the development of modern higher pedagogical education as a multi-approach integrity in the unity of classical (systemic, axiological subjective, competence, technological) and neoclassical (transgressive, ecosystem, interdisciplinary, contextual, anthropocentric, coaching, andragogical) approaches, the terminology of modern innovative education has been characterized, the definitions of the basic concepts of the study (innovation, teacher's innovative activity, teacher's readiness for innovative activity), the component structure of teacher's readiness for innovative activity (innovative and personal orientation, innovative awareness, content-innovative activity, reflection on the results of innovative activity) have been substantiated, the relevant criteria (innovative-cognitive, innovative-value, innovative-technological, innovative-reflective) and indicators have been determined, the author's methodology for diagnosing teacher's readiness for innovative activity has been developed.
The results of the theoretical and methodological level allowed us to conduct a study of the readiness of higher education teachers for innovation at three universities in Ukraine (Borys Grinchenko Kyiv Metropolitan University; Mykhailo Drahomanov Ukrainian State University; Luhansk Taras Shevchenko National University (relocated)).
The carried-out work has made it possible to substantiate the conceptual and prognostic model of innovative development of higher pedagogical education in the unity of systemic and methodological, content and process, local and technological components and to carry out its testing.
In particular:
- innovative educational and professional programs were introduced (EPP 011.00.03 Corporate Education and Staff Development, EPP 011.00.04 Educational Design and Coaching in Adult Education), the content of the educational and scientific program 011 Educational, Pedagogical Sciences was modernized;
- systematic innovation-oriented international scientific and practical conferences on the issues of innovation in higher education are implemented, and Grinchenko Scientific School works annually;
- research is carried out within the framework of international projects (CARE - Development of Career Counseling for Ukraine, 2024-25);
- a collective monograph and 3 manuals have been published;
- more than 80 scientific publications have been published, including in international scientometric journals (21 articles), professional publications of Ukraine (46 articles).
The prospects for 2025 have been determined:
- creation of an electronic platform of innovative teaching practices in higher education institutions “EduNova”;
- monitoring the results of the implementation of the conceptual and prognostic model of innovative development of higher pedagogical education, identifying external and internal factors influencing its implementation;
- diagnostics of changes in teachers' readiness for innovative activities to assess the dynamics and forecast further innovative development of higher pedagogical education;
- forecasting the social effect based on the results of the study.
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