ISSN 2308-4081 Founders: National Academy of Pedagogical Sciences of Ukraine Ivan Ziaziun Institute of Pedagogical and Adult Education hmelnytskyi National University Center of Comparative Professional Pedagogy Publisher: Khmelnytskyi National University (Ukraine) Frequency: 2 times a year Manuscript languages: mixed languages: English, Ukrainian Editors: Bidyuk Natalya (Khmelnytskyi, Ukraine) Certificate of state registration of print media: Series KB № 17801-6651Р (29.03.2011). Registration: Registered as a professional medium in Ukraine in “Pedagogical Sciences” field (category B) (Order № 886 as of 02.07.2020 of the Ministry of Education and Sciences of Ukraine) License Terms: Authors retain the copyright and grant the journal the right of first publication along with a work that is simultaneously licensed under a Creative Commons Attribution International CC-BY license, allowing others to share work with proof of authorship and initial publication in that journal. Open Access Statement: "Comparative Professional Pedagogy" provides immediate open access to its content on the principle that providing free access to research for the public supports a greater global exchange of knowledge. Full-text access to the scientific articles of the journal is presented on the official website in the Archives section. Address: Scientific journal "Comparative Professional Pedagogy", Khmelnytskyі National University, st. 11, Khmelnytsky, 29016, Ukraine. Tel .: +380673817986 е-mail: comprofped@gmail.com web-site: http://cpp.khmnu.edu.ua
Khmelhitskyi National University (Ukraine)
TENDENCIES IN THE DEVELOPMENT OF OFFICERS' INTERCULTURAL COMPETENCE IN THE PROFESSIONAL MILITARY EDUCATION WITHIN NATO MEMBER STATES (CASE STUDY OF THE BALTIC DEFENSE COLLEGE IN THE REPUBLIC OF ESTONIA)
The article reveals the theoretical and methodological foundations of developing intercultural competence of officers within the system of professional military education in NATO member states, based on the experience of the Baltic Defence College (BALTDEFCOL) in Tartu (Estonia). Against the backdrop of the transformation of the security environment caused by russia’s full-scale war against Ukraine, intercultural competence is considered an essential component of operational interoperability between officers of the Armed Forces of Ukraine and NATO member states, strategic leadership, and effective multinational cooperation. The study analyzes the content of BALTDEFCOL’s educational programs (the Joint Command and General Staff Course – JCGSC and the Higher Command Studies Course – HCSC), which integrate interdisciplinary and competence-based approaches along with reliance on prior professional experience. Particular attention is paid to the use of such forms of training as work in multicultural syndicates, crisis scenario simulations, role-playing, and participation in cultural events. These activities foster key elements of intercultural competence in students, including openness, empathy, cognitive flexibility, and adaptability. The role of the English-language learning environment is emphasized, as it facilitates communicative interaction within the cultural diversity characteristic of NATO’s strategic-level military education. The analysis of the theoretical and methodological foundations of officers’ intercultural competence development in NATO member states highlights best practices and emerging trends, which can be adapted to meet the needs of the modern system of military professional training in higher military educational institutions. The article identifies key tendencies in the development of officers’ intercultural competence in professional military education based on the experience of BALTDEFCOL: multinational synergy in operational planning, integrative humanization of professional military education in a multilingual and multicultural environment, culture-centered strategic leadership training, and the multinationalization of the strategic educational environment.
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PRACTICAL TRAINING OF MASTER OF LAWS STUDENTS IN THE UNIVERSITIES OF GREAT BRITAIN
The article is devoted to revealing the specific features of the practical training of future lawyers in the universities of Great Britain. It is stated that legal education in the UK combines academic depth with a strong practical orientation. It is determined that the practical component of legal education in the UK is clearly integrated into the content of Master of Laws programmes. A distinctive feature of UK master’s programmes is the well-developed system of law clinics, which provides individually oriented practical training. It is established that universities in the UK actively integrate legal internships into the structure of master's programmes and build structured and systematic models of cooperation with law firms. The main types of internships for Master of Laws students are described. They are long-term and short-term placements in law firms, centres, and clinics, as well as internships in research centres at universities. One of the most prominent features of the practice-oriented nature of British Master of Laws programmes is the systematic involvement of practitioners in direct student instruction. In many master’s programmes at UK universities, mentors (lawyers from leading firms) are assigned to students. It is established that universities in the United Kingdom view practical training as one of the key and effective mechanisms for developing the professional competence of future lawyers. Practice-oriented forms of future lawyers’ training are analyzed. It is concluded that the practical training of lawyers in the UK is characterised by its systematic nature, high degree of integration between theory and practice, the extensive use of innovative educational technologies, and close cooperation between higher education institutions and the professional legal community. This model ensures that graduates develop a set of competencies necessary for the effective performance of professional duties, successful passing of qualifying exams, and further activity in the modern legal system of the United Kingdom.
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THE ESSENCE AND CONTENT OF FOREIGN LANGUAGE TEACHERS’ TRAINING IN JAPANESE UNIVERSITIES
The article provides an in-depth study of the essence and content of professional training for future foreign language teachers in Japan within the context of profound educational transformation, globalization of the educational services market, and the growing role of foreign languages as tools of economic and cultural integration. It is emphasized that the Japanese model of teacher education has been shaped by the interplay of traditional value culture and modern innovative strategies: it is grounded in the concept of continuous professional development, collective reflection, and collaboration, which stem from the social nature of the Japanese educational system oriented toward shared responsibility and joint decision-making. The essence of teacher preparation is interpreted as an integrated process of developing professional competence that encompasses subject-specific, methodological, digital, social, and communicative components. It is noted that the content of this preparation extends beyond traditional academic education and includes practice-oriented learning – internships, supervision, and lesson study – ensuring a transition from studying theory to its conscious application in real school settings. The article highlights the role of educational digitalization, which has become particularly relevant after the COVID-19 pandemic: universities are expanding program content through interactive blended learning, the use of cloud platforms, collaborative tools, and formative assessment services. Special attention is given to current challenges and contradictions: disparities in the quality of teacher education among universities, the need to expand mentoring, risks of professional burnout, as well as the gap between state policy objectives and real classroom practices, which largely remain focused on grammar-translation approaches. It is concluded that the Japanese experience may serve as a valuable reference point for teacher-education systems seeking to integrate academic rigor, digitalization, and practice-based training. Prospects for further research are related to analyzing the effectiveness of various models of university–school partnership, examining the influence of digital tools on the development of communicative competence, and comparing national models of mentoring and supervision as factors in the professional formation of future foreign language teachers.
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THE EVOLUTION OF THE OF COACH-EDUCATORS’ PROFESSIONAL DEVELOPMENT IN THE UK: A COMPARATIVE ANALYSIS
The article presents a comparative analysis of the evolution of the British system of professional development for coach-educators during 2001–2025. The activities of key organizations – UK Coaching (formerly National Coaching Foundation) and CIMSPA (Chartered Institute for the Management of Sport and Physical Activity) are characterized. The main regulatory documents governing coaching education are analyzed. It is established that the British model represents a completed cycle of systemic transformation spanning over two decades. The period of 2001–2005 included strategic planning through UK Vision for Coaching document, which defined ambitious goal of creating world leading coaching system with three-tier implementation structure and extensive stakeholder engagement through UK Coaching Summits. It is emphasized that with sports sector development, the British system adequately responded to challenges through UK Coaching Certificate implementation as endorsement scheme for 31 sports. The period of 2011–2020 witnessed professionalization through CIMSPA formation with chartered status and professional standards development. Examining current development stage, the period of 2020–2025 is characterized by integration through historic registers merger covering 600,000 professional roles and Professional Status launch with postnominals. Key characteristics of British model include dual track system with parallel university and federation pathways, evidence-based reform approach, gradual professionalization, reflective practice integration, and informal learning value recognition. For Ukraine, British experience adaptation through hybrid training model creation, Ukrainian Coaching Institute establishment, five-level National Qualifications Framework, and recommendations pilot testing is proposed. The necessity of realistic 15-20 years timeline with mandatory evidence-based monitoring and all stakeholders’ involvement while avoiding British mistakes in gender equity and neglect of reflective practice is emphasized.
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THE ROLE OF INDEPENDENT STUDY IN THE PROFESSIONAL TRAINING OF INTERNATIONAL RELATIONS STUDENTS IN GREAT BRITAIN
The role of IR students’ independent study during their professional training at higher education institutions in the UK is substantiated. It is found that only about 20% of the training course for IR students takes place in the classroom, the remaining 80% of the studying is independent. Students develop general and professional knowledge by studying literary sources, preparing for classes, organizing notes, and completing individual or group tasks. Effective time management and planning are important for the quality of independent study. The key skills of IR students in carrying out independent study are organizational skills (setting priorities and time management); reading and note-taking skills; and reflective skills. The main types of IR students’ independent study at leading universities in the UK (London University, Birmingham University, Leicester University, Manchester University and others) are analyzed. Among the most widely spread forms of independent study are: preparing presentations; preparing for exams; course projects; study of scientific literature; completion of analytical writing tasks (argumentative essays on current topics, case study method); research papers; critical reviews; thesis as the largest independent study. Two main vectors of IR students’ independent study are: independent research within the framework of an officially approved university topic; independent study within self-education. It is found that for independent study, universities offer such resources as open educational courses, online platforms such as MIT's OpenCourseWare, OpenLearn, repositories, etc. IR students’ independent study is often interdisciplinary and involves research in related fields (anthropology, economics, sociology and political science). The methods of IR students’ independent study, such as flipped classroom, "thought experiments", digital storytelling, creative projects, modeling of crisis situations, are analyzed. Special attention is paid to such type of independent study for IR students as the implementation of an individual research project within the framework of an innovative module, which involves the application of modern theory to real problems using innovative teaching methods.
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DEVELOPING MENTAL FLEXIBILITY AMONG HIGH SCHOOL STUDENTS BY MEANS OF SCHOOL SPORT ACTIVITIES IN ALGERIA
This study is aimed at studying the impact of school sports activities on mental flexibility of high school students in Algeria, by comparing participants and non-participants and examining the influence of activity type (individual or team), practice regularity, and duration of experience. A descriptive comparative methodology was adopted, and data were collected from a random sample of 200 students enrolled in Algerian secondary schools during the 2024–2025 academic year, regardless of gender or grade level. Research instruments included a self-administered questionnaire on school sports participation and a standardized mental flexibility scale, while statistical analyses were carried out using Pearson correlation coefficients and independent samples T-tests through SPSS 25. mental flexibility. The results demonstrated statistically significant differences in favor of students who participated in school sports activities compared to their non-participating peers. More specifically, those engaged in team sports displayed higher levels of mental flexibility than students practicing individual sports. Moreover, participants who exercised three or more times per week achieved significantly better scores in cognitive adaptability, problem-solving flexibility, and creativity than those with less frequent practice. Students with more than one year of continuous sports experience also showed superior results compared to those with shorter engagement, confirming the cumulative benefits of long-term practice. These findings highlight the essential role of school-based sports in fostering students’ cognitive adaptability, resilience, and innovative thinking. The study concludes that regular and sustained participation in sports – particularly team-based activities – not only enhances physical fitness but also contributes to psychological well-being and cognitive development. Accordingly, it is recommended that Algerian educational institutions integrate structured and diverse sports activities into the curriculum, provide adequate resources and trained staff, and promote a culture that values physical activity as a tool for mental and educational growth. The results further suggest that future research should explore the interaction between sports, cognitive flexibility, and socio-cultural variables in order to design evidence-based interventions for improving both academic performance and life skills among students.
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ENHANCING MOBILE-ASSISTED ESL LEARNING AT SECONDARY SCHOOL: ADAPTING THE EXPERIENCE OF CENTRAL AND EASTERN EUROPE
It is substantiated that the mobile-assisted learning in the process of teaching English as a second language (ESL) at secondary school is becoming one of the key elements of education digitalization in Central and Eastern European countries. Poland, Romania, the Czech Republic and Hungary demonstrate similar trends in the introduction of mobile technologies into foreign language education, while maintaining national characteristics of educational policy and methods of ESL teaching. A number of mobile applications (Duolingo, Busuu, Quizlet, Kahoot!, Wordwall, LingQ, WocaBee, Memrise, Mondly, Lucidchart, MindMeister, Canva, GoConqr, Socrative, Zoom and Google Meet, Anki, WordUp.common etc.) used for ESL learning at schools of Poland, Romania, the Czech Republic and Hungary are analyzed and their main features are defined (gamification; personalization and adaptability; combination with traditional educational resources; formation of digital and language literacy; educational approaches of microlearning). Advantages of mobile-assisted learning in schools of Central and Eastern Europe are outlined: accessibility; interactivity; variety of teaching tools and forms of learning (from audio and video materials to interactive games and online exercises); enhanced motivation to learning. Nevertheless, disadvantages are also found: dependence on technical means (Internet connection and its quality); lack of control over the use of mobile devices; distraction of students from the main learning process; ambiguity of the content (not all materials in applications may be of high quality or meet academic requirements). While using mobile applications teachers must ensure the implementation of four fundamental principles: informational; technological; procedural and activity. The latter is determined by the ability to organize active educational and cognitive activities of students through the processing of information resources. It is proved that under proper organization and supervision mobile applications are an invaluable tool for ESL teaching as they provide adapted content, interactivity, variety of exercises, enhanced motivation, resources for independent study, multi-level approach and easy accessibility.
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DEVELOPING REGULATORY COMPETENCE OF POP JAZZ VOCALS STUDENTS IN PREPARATION TO CONCERT ACTIVITY: FOREIGN EXPERIENCE OF EDUCATION SYSTEMS
In the context of globalization, the increasing role of knowledge and technology in society, and the modernization of the Ukrainian education system, the issue of developing professional competence of specialists in pop-jazz vocals has become particularly relevant, as it is a key element in preparing competitive musicians capable of creative self-realization in dynamic conditions. This study aims to provide a theoretical foundation and practical implementation of the competence-based approach in the professional training of students for concert performance, with a focus on insights from international educational systems. Based on the works of Ukrainian scholars (O. Melnyk, V. Kovalenko, L. Petrenko) and foreign researchers (J. Miller, R. Edwards, L. Custodero, D. Ward-Steinman), regulatory competence is conceptualized as an integral quality that ensures self-regulation, emotional stability, creative adaptability, and effective audience interaction in concert settings. Particular attention is paid to the experience of educational systems in the USA and European countries (notably Scandinavia and the United Kingdom), where vocal jazz education integrates informal learning, multicultural approaches, improvisational practices, and innovative technologies, such as digital vocal performance analytics. A set of individualized pedagogical technologies is offered, including methods of psychological self-regulation, interdisciplinary integration, musical material analysis, and improvisational practices, which were validated through an empirical study involving students from Ukrainian music higher education institutions. The results demonstrate significant improvements in performance mastery, emotional expressiveness, psychological resilience, and reflective skills among students. Future research prospects include the development of digital educational platforms, multimedia training tools, online vocal courses, and the application of neuro-pedagogical approaches based on international models. This study holds theoretical significance for the advancement of pedagogical science, particularly in the field of music education, and practical value for enhancing the professional training of pop-jazz vocalists, facilitating their adaptation to contemporary challenges in the artistic environment.
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DEVELOPING ENGLISH LANGUAGE COMPETENCE IN FUTURE PROFESSIONALS IN ELECTRONIC COMMUNICATIONS AND RADIO ENGINEERING: EU EXPERIENCE
In today’s era of global digitalisation, specialists in electronic communications and radio engineering must function effectively in multilingual and multicultural professional environments, where English is the primary language of technical documentation, scientific research, and innovation. Ukrainian higher education faces a challenge: while students often possess strong technical knowledge, their limited English proficiency restricts access to international publications, participation in global projects, and academic mobility. This article analyses European practices that integrate English language development with engineering education, including Content and Language Integrated Learning (CLIL), English-Medium Instruction (EMI), project- and task-based learning (PBL/TBL), and blended and flipped learning approaches. Case studies from Austria, the Czech Republic, Norway, and Poland demonstrate that combining these methods enhances students’ technical understanding, professional communication, and intercultural competence. Embedding English within technical curricula, engaging students in authentic engineering tasks, and employing digital tools and virtual labs fosters active use of English in context, strengthens domain-specific vocabulary, and improves reporting and presentation skills. Adapting such practices in Ukrainian programmes requires teacher training, curriculum redesign, institutional support, and partnerships with international universities and industry. A coordinated, multi-method approach can significantly boost students’ employability, readiness for global collaboration, and ability to meet European engineering standards. For Ukrainian higher education, adopting these practices represents a critical opportunity to close the linguistic gap that currently limits students’ academic mobility, employability, and international engagement. Further research could explore the long-term effectiveness of integrated methods and the role of digital tools and international projects in enhancing professional English skills and technical competence in Ukraine.
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COMPARATIVE ANALYSIS OF ORGANIZATIONAL AND PEDAGOGICAL PROVISION FOR COMPETENCY-ORIENTED TRAINING OF OFFICERS IN UKRAINE AND NATO COUNTRIES
The issue of professional training of military specialists remains a relevant subject of scientific research. A pressing scientific and practical task is the systematic modernization of the professional preparation of officer cadres for the Armed Forces of Ukraine, taking into account current conditions of hybrid warfare and foreign experience. In this study, we set out to theoretically substantiate a system of organizational and pedagogical measures aimed at improving the training of tactical-level officers in domestic military higher education institutions, with the goal of adapting them to the training and combat standards adopted by NATO member states. Improving the professional training of tactical-level officers for the Armed Forces of Ukraine requires addressing a number of problems, which we have formulated and justified as organizational and pedagogical conditions for the development of professional competence among future officers of the Armed Forces of Ukraine. This involves a suite of measures we designed to optimize the content, forms, and methods of the educational process, ensuring the effectiveness of the military education system in higher military educational institutions. Within the framework of the study, we propose a conceptual approach to enhancing the national military education system, aimed at preparing highly competent tactical-level officer cadres in higher military educational institutions. The results of our analysis of academic sources confirm that optimizing the professional development of future officers of the Armed Forces of Ukraine requires both scientific justification and practical implementation of a comprehensive set of organizational and pedagogical conditions within the military education system. The substantiated organizational and pedagogical conditions include renewing the material and technical base of military educational institutions, employing simulation-modeling systems, modernizing educational methodologies, enhancing psychological support, and establishing a Quality Control Center for military education. These interrelated measures are designed to form a competent, well-prepared officer corps capable of confronting modern military challenges.
higher military educational institutions
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APPROACHES TO TEACHING ENGLISH GRAMMAR IN U.S. UNIVERSITIES
The article deals with contemporary approaches to teaching English grammar in U.S. universities in the context of ongoing transformations in higher education and the growing demand for communicative and professionally oriented foreign language training. Grammar instruction is viewed not as an isolated component of language learning, but as an integral part of communicative competence development that supports students’ ability to use language accurately, fluently, and appropriately in academic and professional settings. The study focuses on four widely implemented and theoretically grounded approaches to grammar teaching in U.S. higher education institutions: Communicative Grammar Teaching (CGT), Task-Based Language Teaching (TBLT), inductive and deductive approaches to grammar instruction, and Technology-Enhanced Grammar Teaching. The article provides a detailed analysis of the theoretical foundations of each approach. Special attention is paid to the pedagogical principles underlying communicative and task-based grammar instruction, which emphasize meaningful interaction, contextualized language use, and learner engagement in problem-solving activities. The inductive and deductive approaches are examined in terms of their cognitive and methodological value, highlighting their relevance for different learning styles, proficiency levels, and instructional goals. The study also explores the role of digital technologies in grammar teaching, including online corpora, mobile applications, and adaptive learning platforms, which contribute to individualized instruction, increased learner autonomy, and formative assessment. The article argues that effective grammar teaching in U.S. universities is characterized by methodological flexibility, integration of form and meaning, and the purposeful combination of traditional and innovative instructional practices. It is concluded that the balanced use of the analyzed approaches enhances students’ grammatical accuracy, communicative competence, and motivation for learning, and contributes to the overall quality of foreign language education in higher education institutions.
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BRIDGING THE GAP BETWEEN INFORMAL LANGUAGE LEARNING AND FORMAL INSTRUCTION: A CROSS-CULTURAL STUDY
The paper considers approaches to integrating informal language learning (often referred to as ‘digital’ – IDLL) with formal instruction across various educational contexts. Research confirms that IDLL, driven by motivation, is crucial for developing learner autonomy and real-world communicative competence. The quality and variety of digital exposure are found to be more efficient than the quantity. The author states that formal and informal learning should be viewed as a single, continuous learning spectrum. Structured models are implemented in higher education to formalize IDLL. These include requiring students to maintain graded learning logs based on their digital activity, implementing project-based learning models which involve the use of authentic informal resources, and formalizing social practice through required virtual interaction. These models emphasize a teacher’s role as a facilitator tasked with providing effective, cognitive, and behavioral support for self-directed learning. It is emphasized that assessment of informal learning outcomes presents significant challenges. The main of them is the ‘formalizing paradox’, where imposed grading structure destroys the intrinsic motivation and authenticity of spontaneous informal engagement. Traditional assessment tools suffer from a focus mismatch, failing to accurately measure pragmatic and cultural gains from IDLL. Further complexities involve equity concerns regarding unequal digital access, time availability and the issues of assessment validity. To address these challenges, the author relies on mixed-methods designs combining quantitative methods (surveys, proficiency tests) to measure frequency and outcomes, with qualitative methods (reflective journals, interviews) to assess a learner’s sense of agency and process. The study concludes that maximizing the value of informal learning requires a dual approach: developing valid and reliable assessment tools that accurately measure informal outcomes, and improving teacher competency in evaluating autonomous work. This institutional necessity is underscored by legislative basis to formally validate learning outcomes gained through non-formal education.
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FUNDRAISING IN DANCE ART AND EDUCATION IN THE USA
The article examines the pedagogical and managerial dimensions of fundraising practices in the field of dance art and dance education in the United States. It outlines the specific mechanisms for mobilizing financial, material, and communication resources that support the functioning and development of dance institutions. The study provides a detailed analysis of major fundraising formats, including event-based activities (dance-a-thons, workshops, local performances, show programs, and branded merchandise sales), digital fundraising tools implemented through online platforms (GoFundMe, Snap!Raise, Givebutter), partnership initiatives with small and medium-sized businesses, as well as the activities of nonprofit parent associations that ensure institutional support and transparent financial management for dance studios and teams. Special attention is devoted to the educational potential of fundraising, which is integrated into the instructional and artistic processes of dance institutions. The findings demonstrate that the strong culture of philanthropy in U.S. communities, systematic involvement of parents and volunteers, strategic collaborations with the private sector, and active use of digital technologies create a coherent and effective ecosystem for sustaining dance studios. The article emphasizes the educational and social functions of fundraising, which foster youth engagement in community initiatives and contribute to the development of social responsibility, leadership qualities, teamwork skills, and self-management. Fundraising is presented as an effective form of cultural diplomacy that combines mechanisms of resource support with tools of international communication, representation of cultural values, and the shaping of a positive image of the state on the global stage. The applicability of U.S. experience for strengthening internal fundraising systems in arts education in Ukraine is substantiated. The integration of fundraising into the activities of dance studios becomes particularly relevant in the context of wartime and broader sociocultural challenges. The study concludes that the American fundraising model in the dance sector is multi-level, institutionally supported, and technologically advanced, and that its structural components may serve as reference points for building sustainable mechanisms of financial, pedagogical, and social support for artistic initiatives in a global context.
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COMPARATIVE EXPERIENCE OF THE VOCATIONAL EDUCATION IN THE INDUSTRIAL PHARMACY OF UKRAINE AND ABROAD
Professional training of industrial pharmacy specialists in modern conditions is a priority, as it significantly contributes to the further development of health protection and preservation of the population of Ukraine. Ukraine's integration into the European educational space and radical changes in socio-economic relations require constant improvement of professional training of personnel. The need to create a new modern system of training personnel for the pharmaceutical industry is determined by the specialization and differentiation of the activities of pharmaceutical market entities, which will necessitate changes in approaches and curricula. An urgent problem for Ukraine with its integration into the European educational space is the training of industrial pharmacy specialists, because it provides our national pharmaceutical industry with highly qualified personnel. This article analyzes the comparative experience of the system of professional education in the field of industrial pharmacy in Ukraine and abroad, the terms of study and the structure of secondary and higher pharmaceutical education, as well as the qualification requirements for positions of specialists with higher pharmaceutical education in Ukraine and in the countries of the European Union. Examples of national education systems in the field of industrial pharmacy in the European Union countries with different levels of development of the pharmaceutical industry are given, namely France, Great Britain, Greece, Switzerland, Belgium, the Netherlands, Sweden, Latvia. The article states that, despite different national education systems, in almost all the countries, there is a master's degree in industrial pharmacy with different profiles (specializations), which ensures the training of professional personnel considering industry specifics of the pharmaceutical sector. As a result, it was established that in Ukraine and abroad the duration of a Master’s degree pharmaceutical education programs is almost the same (an average of 5 years). Specialization, the required level of qualification and the nomenclature of positions of employees with higher pharmaceutical education in Ukraine require further study and updating in accordance with the demands of the labor market and the experience of developed countries.
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INSTITUTIONAL AND METHODOLOGICAL PRINCIPLES OF FOREIGN LANGUAGE TEACHING IN GERMANY
The article provides a comprehensive analysis of the foreign language education system in German general secondary schools. The relevance of the German experience is substantiated in view of the high level of English language proficiency among German youth and the country’s leading positions in global language competence rankings. The role of the Common European Framework of Reference for Languages (CEFR) is examined as a framework instrument that defines the competence-based and communicative orientation of language education irrespective of learners’ age or specific languages. The study analyzes the key methodological principles underlying foreign language teaching in Germany, including communicative, competence-based, and action-oriented approaches, as well as the integration of implicit and explicit grammar learning. The significance of authentic communicative situations, interactive forms of instruction, digital technologies, and modern teaching and learning materials in developing students’ linguistic and intercultural competences is demonstrated. Special attention is given to the structure of language education depending on school type, the onset of foreign language learning, multilingualism, as well as assessment systems and the alignment of school grades with CEFR levels. The place of foreign languages within the structure of final school examinations (Abitur) is analyzed, taking into account federal characteristics of Germany’s education system. The article concludes that the German model of foreign language education is holistic, practice-oriented, and may serve as a methodological benchmark for the modernization of foreign language teacher education in Ukraine. Prospects for further comparative research and possibilities for adapting effective German practices to the national education system are outlined. Implementing such approaches is expected to enhance the quality of professional training for future teachers, foster their professional autonomy, and ensure compliance with European educational standards. This, in turn, will facilitate the more effective integration of Ukrainian teacher education into the European educational space.
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IMPLEMENTING ENERGY EFFICIENCY POLICIES IN GERMAN VOCATIONAL EDUCATION: PROSPECTS FOR UKRAINE
This article examines the implementation of energy efficiency policies in German vocational education and training (VET) and explores prospects for their adaptation in Ukraine. Drawing on sustainable development theory, competence-based education, and policy transfer models, it analyses how German VET institutions systematically integrate energy efficiency through curriculum design, dual education structures, strong industry collaboration, and alignment with national and European sustainability policies, including the EU Green Deal objectives. Literature review, document analysis, and comparative analysis reveal that Germany’s approach equips learners with technical knowledge, practical skills, problem-solving abilities, digital literacy, environmental responsibility, and ecological awareness, fostering sustainable professional practices and preparing the workforce for a green, low-carbon economy. The article identifies key opportunities for Ukraine, including the development of competence-based curricula, modernisation of educational infrastructure, teacher upskilling, establishment of long-term public-private partnerships, and enhanced collaboration among policymakers, educators, industry stakeholders, and civil society actors. Effective adaptation requires careful consideration of Ukraine’s socio-economic, cultural, and institutional conditions, as well as alignment with national energy strategies and sustainable development priorities, to ensure successful and context-sensitive implementation. The findings provide actionable recommendations for policymakers, educational leaders, and VET institutions and outline directions for further research, including evaluating the impact of energy efficiency initiatives on learner competence, professional readiness, curriculum effectiveness, teacher training, institutional capacity, and the scalability and sustainability of reforms across different regions of the country. Further research needed to examine the practical implementation of these recommendations in Ukrainian VET institutions is outlined.
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ASSESSING TEACHER PROFESSIONAL COMPETENCE IN VOCATIONAL COLLEGES ACROSS EU COUNTRIES: PROSPECTS FOR UKRAINE
This article examines the assessment of professional competence in vocational education and training (VET) across European Union countries and explores prospects for Ukraine. VET teaching requires not only mastery of instructional methods but also integration of technical expertise, workplace realities, and transversal skills. EU frameworks such as EQAVET, Cedefop guidelines, and DigCompEdu provide structured approaches to competence assessment, emphasising quality assurance, outcome-orientated evaluation, continuous professional development, and digital pedagogy. National practices vary: dual systems in Germany and Austria involve workplace mentors; Nordic countries emphasise peer observation and reflective practice; Southern European countries rely on structured reports, while Central and Eastern European systems are transitioning toward EU-aligned frameworks. Common methods include self-assessment, peer and external observation, professional portfolios, learner and employer feedback, and digital competence evaluation. Challenges such as fragmented standards, resource constraints, digital readiness gaps, and overreliance on compliance-based indicators persist, highlighting the need for context-sensitive adaptation. It is stated that assessment data should be used for targeted professional development and practical guidance for teachers working under high-stress or disrupted conditions. For Ukraine, adopting multi-method, reflective, and digitally integrated assessment systems can enhance teaching quality, align VET with labour-market needs, and support teacher professionalisation, even under wartime conditions. Practical recommendations include strengthening employer collaboration, embedding digital competence, fostering formative and reflective practices, ensuring flexible assessment tools, and balancing accountability with support. Future research should examine the effectiveness of these approaches and their impact on student outcomes in the Ukrainian context, contributing to evidence-based VET reform and resilience.
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THE ROLE OF FIELD TRAINING IN THE DEVELOPMENT OF STUDENT TRAINEES’ COMPETENCY FOR PHYSICAL EDUCATION LESSONS PLANNING: EXPERIENCE OF ALGERIA
This study examined the effect of field training on the development of planning competency among student trainees in physical education. The research was motivated by the recognition that professional preparation requires the integration of theoretical knowledge with practical experience. A randomly selected sample of 75 students, drawn from a population of 161 enrolled in a teacher education program in Algeria, participated in the study. The descriptive method was applied as the most appropriate approach, and data were collected through a structured and validated questionnaire designed to measure planning skills, lesson design, and instructional strategies. Findings indicated that field training significantly enhanced planning competency, particularly in lesson organization, time management, and the selection of teaching methods. The results also emphasized the importance of linking coursework with practice and highlighted the role of supervision by mentors and cooperating teachers in improving the quality of trainees’ planning and reflective practices. The study recommends strengthening field training programs and aligning them more closely with the objectives of physical education teacher education curricula. It further suggests emphasizing continuous evaluation, constructive feedback, and effective pedagogical guidance to ensure the acquisition of sustainable competencies transferable to professional practice. The findings confirm that field training constitutes an essential component in preparing qualified physical education teachers capable of meeting the demands of the profession. Future research should include comparisons across different specializations, academic levels, or teacher training institutions at both national and international levels. Such studies would contribute to the development of teacher education programs and the design of more effective strategies in physical education and sports, thereby enhancing the quality of academic and professional preparation of student teachers and responding to the requirements of modern schooling.
Copyright (c) 2025 БІЛЛАЛ МААМРІ, АЛАЕДДІН ХАММУДІ, РАБАХ БЕЛГУЧІ https://creativecommons.org/licenses/by/4.0
DEVELOPING ASSESSMENT LITERACY IN PRE-SERVICE TEACHERS: A CAMBRIDGE-BASED APPROACH TO A2 KEY FOR SCHOOLS WRITING
This article examines the role of A2 Key for Schools, one of the Cambridge English Qualifications, in secondary education and in the systematic development of assessment literacy in pre-service English teachers, with a specific focus on the writing paper. Emphasis is placed on the email / letter and story tasks and on preparing teacher-training students to apply the analytic Writing Assessment Scale and CEFR A2 descriptors to learners’ written production. Drawing on recent official exam materials and teacher-development resources, the study proposes a framework of core competences for pre-service English teachers. These include: understanding the principles of analytic writing assessment and the structure of the scale (Content, Organisation, Language); interpreting and applying A2-level criteria when working with learners’ texts; designing coherent lesson sequences that integrate preparation for A2 Key for Schools with the communicative development of writing; using formative assessment, varied feedback formats and self-assessment; organising mock exams, analysing typical learner errors and planning subsequent teaching on this basis. Practical implications concern the elective course “International Examinations and the Specificities of Exam Preparation”, which is presented as a reference model for designing methodology and assessment components aligned with international examination standards. It is argued that informed, reflective and ethically grounded exam-preparation practices enhance both learners’ writing performance and the professional growth of pre-service teachers. Aligning university-based teacher education with school realities through such a framework helps future teachers to build a robust understanding of the A2 Key for Schools Writing paper and to prepare learners for the exam in a responsible, learner-centered way. Future research is aimed at exploring the long-term impact of exam-focused assessment literacy on classroom outcomes, adaptation of the framework to other CEFR-aligned exams, and the integration of digital assessment tools to enhance pre-service teachers’ training.
Copyright (c) 2025 НАТАЛЯ БІДЮК, НАТАЛЯ ЗАЧИНСЬКА, САДОВЕЦЬ САДОВЕЦЬ https://creativecommons.org/licenses/by/4.0
THE DUAL FORM OF EDUCATION IN GERMANY: STRUCTURE, DYNAMICS, AND COMPARATIVE ASPECTS OF IMPLEMENTATION IN UKRAINE
The modernization of higher education in Ukraine necessitates the search for effective models of cooperation between universities and the labor market. One of the most promising formats is dual education, which combines academic learning with practical training in a real working environment. Germany stands out as a leading country in implementing dual study programs at the national level, offering a well-established institutional, legal, and financial framework. This article provides a comprehensive analysis of the structure and typology of dual higher education programs in Germany, including educational levels, types of institutions, fields of study, ownership, and organizational formats (education-integrated, practice-integrated, profession-integrated). The study draws on empirical data from the national database AusbildungPlus, the HRK Hochschulkompass, and a national survey conducted by the CHE Center for Higher Education. Special attention is paid to the financial aspects of dual education, including tuition coverage and the role of employers. The paper also outlines the current status of dual education in Ukraine, noting experimental models, the predominance of technical and agricultural institutions, and challenges related to regulatory clarity and financing. A comparative analysis of the German and Ukrainian contexts highlights both similarities and discrepancies in regulatory frameworks, stakeholder cooperation, and quality assurance mechanisms. Based on Germany’s experience, the article offers key elements for adapting and strengthening dual education in Ukraine, such as defining minimum standards, incentivizing employers, involving them in curriculum development, and creating reliable monitoring systems. It is found that dual education has significant potential to improve the quality of higher education in Ukraine, especially in the context of the need to bring educational outcomes closer to the needs of the labor market. Its development should be based not only on European experience, but also on a deep understanding of the needs of the national education system, the peculiarities of the economy and the specifics of the Ukrainian labor market.
Copyright (c) 2025 СОФІЯ ПЕТРОВА https://creativecommons.org/licenses/by/4.0
EUROPEAN EXPERICNCE IN IMPLEMENTING DUAL HIGHER EDUCATION
It is found that in order to meet the requirements of the modern labor market, dual education, which combines academic training at the university with work experience in a company/organization, is gaining popularity in Ukraine. The necessity to study foreign experience of implementing this form of education is substantiated. Regulatory documents, as well as the practice of implementing dual education at the European University of Dual Education and partner universities (Baden-Württemberg Cooperative State University in Germany, Institute of Advanced Industrial Technologies in France, Joanneum University of Applied Sciences in Austria, Malta College of Arts, Science and Technology, Mondragon University in Spain, John von Neumann University in Hungary, PAR University of Applied Sciences in Croatia, Savonia University of Applied Sciences in Finland, Koszalin University of Technology in Poland), are analyzed. The main advantages of the University's activities and areas of activity for the implementation of dual education are identified. Three types of dual programs in Germany (practice-oriented, training-oriented, and career-oriented) are described. It is found that in France, students in the dual form of education develop new hard and soft skills that are measured and evaluated (individual skills, company work skills, scientific and technical skills). In Austria, in cooperation with stakeholders, the Federal Ministry of Economy, Energy, and Tourism is improving dual education through its continuous modernization (introduction of digital elements into well-known professions, modularity of dual education, incentives for training companies, cooperation between dual training applicants and experienced company employees (“training permeability”), etc. At the same time, it should be noted that Spanish dual education has certain aspects that need improvement, in particular the regulatory framework. The same applies to Croatia, where there are certain difficulties with the differentiation of the concepts of “dual education,” “on-the-job training,” “apprenticeship,” and “internship,” which creates problems of compliance with European educational practices. The advantages of dual education in Poland, Hungary and Malta are highlighted. Based on the analysis, recommendations for the effective implementation of dual education programs, which can be used to optimize dual education in Ukraine, are outlined.
Copyright (c) 2025 ОЛЕСЯ САДОВЕЦЬ https://creativecommons.org/licenses/by/4.0
THE INTEGRATION OF ARTIFICIAL INTELLIGENCE IN EFL INSTRUCTION ACROSS EUROPE: A CRITICAL REVIEW OF TOOLS, METHODS AND IMPACTS
The integration of Artificial Intelligence (AI) into English as a Foreign Language (EFL) education marks a significant transformation in pedagogical practices, particularly in higher education. In many European countries, such as Germany, Estonia, Finland, and Ukraine, this transformation is accelerating as education systems increasingly adopt AI technologies that replicate human cognitive processes like problem-solving and decision-making. They provide unprecedented opportunities for personalizing language learning based on individual student needs. This study explores current trends, pedagogical models, and empirical findings related to the implementation of AI in EFL classrooms, with particular attention to its impact on the development of language skills, learner autonomy, and affective factors such as motivation and engagement. Within the European context, these issues are especially relevant due to the widespread status of English as a foreign language and the strategic emphasis on digital innovation in national education systems. Drawing on both international and Ukrainian research, the study examines the application of widely used AI tools, such as chatbots, writing assistants, translation platforms, and intelligent tutoring systems, in language teaching. Empirical evidence, including findings from European-based studies, indicates significant improvements in students’ receptive (reading, listening) and productive (speaking, writing) language skills, lexical acquisition, and intercultural competence. Furthermore, AI enhances the affective dimension of learning by boosting motivation, promoting engagement, and alleviating foreign language anxiety through personalized, adaptive feedback and autonomous learning pathways. Despite these benefits, the integration of AI into EFL education is characterized by some challenges, including students’ over-reliance on technology, insufficient digital literacy among users, ethical concerns regarding data privacy, and a lack of comprehensive pedagogical frameworks. The study emphasizes the need for pre-service teacher training programs that effectively incorporate AI competencies. Overall, the study results indicate a positive impact of integrating AI into the teaching of English as a foreign language in European counties (including Ukraine), demonstrating how technological innovations can complement traditional pedagogical approaches to support accessible, effective, and learner-centered foreign language education in the digital era.
Copyright (c) 2025 ГАЛИНА ЛИСАК https://creativecommons.org/licenses/by/4.0
DEVELOPING THE CONTENT OF SCIENCE TEACHERS’ PROFESSIONAL TRAINING IN TURKEY
The article presents the analysis of the problem related to developing the content of natural sciences teachers’ professional training in the Republic of Turkey. It is established that the qualitative changes that have occurred in the system of foreign pedagogical schools encourage the development of variable curricula and programs; restructuring the content of teacher training, including natural sciences. Taking this into account, it is promising to study foreign experience in identifying modern problems of updating the content of teachers’ professional training in foreign countries and, in particular, in Turkey. The implemented content analysis of professional literature on this issue of the research testified to the need for the training of qualified teachers who possess the skills of the 21st century and taking into account the results of research related to the assessment of the curriculum. The need for parallel updating and integration of the curriculum and syllabus in natural sciences with a practical component at school as well as organization of joint research of the Ministry of National Education with universities with a focus on teacher training is proven. The possibilities of using alternative methods for evaluating and assessing the curriculum of natural sciences are analyzed. The implementation of updated teacher education programs in subjects such as technology, innovation, research and development, robotics programming, interdisciplinary integration, prevention of global health problems and solving everyday life problems is described. Inclusion of content such as research and needs of the day, 21st century skills and STEM education in courses at faculties of education, updating them in line with the expectations of the document “Vision of the Ministry of National Education 2023” is substantiated. On the basis of the conducted scientific research, we can state that the issue of the content of natural sciences teachers’ professional training in Turkey is debatable and relevant in contemporary conditions. We consider further studies to determine the influence of their results on teachers' expectations of the curriculum, the consideration of the results of the studies related to the evaluation of the curriculum, which can lead to considerable progress in the development of the content and scope of educational programs in Ukraine.
Copyright (c) 2025 НАДІЯ ПОСТРИГАЧ https://creativecommons.org/licenses/by/4.0
INTEGRATING APPLIED LINGUISTICS AND LANGUAGE STUDIES: FOREIGN EXPERIENCE AND IMPLICATIONS FOR UKRAINE
The integration of applied linguistics and language studies is a key factor in enhancing the quality and relevance of language education, particularly in countries undergoing educational transformation such as Ukraine. As global trends shift toward learner-centred, evidence-based education, applied linguistics offers the tools to bridge theoretical insights with classroom realities. This article explores international experience of applying linguistic theory to educational practice and evaluates their potential for improving Ukraine’s language educational system. Drawing on examples from the UK, Finland, the Netherlands, Canada, and others, the study highlights best practices in curriculum development, teacher training, bilingual education, assessment, and language policy. The research adopts a qualitative comparative methodology, analyzing relevant scholarly literature. The findings reveal that successfully integrating applied linguistics in foreign contexts fosters communicative, inclusive, and research-informed language instruction. For Ukraine, aligning language curricula with applied linguistic principles can enhance communicative competence and learner autonomy. Teacher education programmes should emphasize practical skills such as classroom research, materials design, and assessment literacy. Expanding the use of Content and Language Integrated Learning (CLIL) and English as a Medium of Instruction (EMI) can promote bilingualism and interdisciplinary learning. Moreover, language assessment practices need to reflect real-world use, and language policy should be informed by sociolinguistic research to ensure inclusivity and cultural sensitivity. These insights point to the value of a systematic, research-grounded approach to educational innovation. It is determined that by strategically integrating applied linguistics into language education, Ukraine can enhance the quality, relevance, and global competitiveness of its educational system, ultimately contributing to broader social and cultural development. The article concludes with recommendations and prospects for further research to contextualise foreign experience to support systemic reform in Ukraine’s language education landscape.
Copyright (c) 2025 ОЛЬГА ЛАПШИНА, ОЛЕНА ДОРОФЕЄВА, ОКСАНА КОМОЧКОВА https://creativecommons.org/licenses/by/4.0
EDUCATIONAL POTENTIAL OF CHOREOGRAPHY IN THE CONTEXT OF DANCE/MOVEMENT THERAPY: THE EXPERIENCE OF THE USA
The article analyzes the experience of the United States in using choreography as a modern educational tool of art therapy aimed at restoring emotional balance, fostering creative self-expression, and promoting social integration. It is established that choreography in the context of Dance/Movement Therapy (DMT) functions not only as a form of artistic self-expression, but also as a pedagogical and therapeutic means that combines psychological, educational, somatic, and social components of the educational and corrective process. In response to current challenges (post-traumatic stress, social isolation, emotional dysregulation), choreographic practices contribute to the development of self-regulation skills, empathy, and interpersonal interaction. The study highlights that the systematic implementation of DMT in educational and rehabilitation institutions in the USA supports not only the acquisition of movement-based stress-coping strategies but also the development of critical thinking, creativity, and communication skills among participants. A historical and social analysis reveals the origins of DMT in the USA and outlines the main activity areas of the American Dance Therapy Association (ADTA). It is found that, within the American educational context, choreography serves as a means of social inclusion and is widely used in schools, universities, special and rehabilitation practices. Practical cases of applying choreotherapeutic methods in the USA for working with various client categories are presented. The effectiveness of choreography as a pedagogical tool of art therapy is substantiated, as it integrates artistic-aesthetic, bodily-movement, and psycho-emotional components, creating conditions for the holistic development of the individual. The study confirms that educational goals (such as fostering creativity, self-expression, and communicative competence) can be harmoniously combined with the therapeutic needs of clients (such as reducing anxiety, developing bodily awareness, and restoring social interaction). Emphasis is placed on the growing need for highly qualified professionals capable of integrating knowledge of psychology, somatics, choreography, psychotherapy, pedagogy, neuroscience, and clinical practice. The article identifies the requirements for professional qualifications and training of dance therapists in the USA and provides a list of educational programs offered by leading American universities for the preparation of dance/movement therapy specialists.
THE STRUCTURE OF EDUCATIONAL PROGRAMMES FOR COACH-EDUCATORS’ TRAINING IN THE UNITED KINGDOM IN THE CONTEXT OF CONTEMPORARY REQUIREMENTS OF THE SPORTS INDUSTRY
This article presents a comparative analysis of the structure of undergraduate programmes for coach-educator training at the leading UK universities in the context of their alignment with contemporary requirements of the sports industry. In the modern world, where sports science is rapidly evolving, the demand for highly qualified specialists in sports coaching and physical education is increasing, necessitating the adaptation of educational programmes to the rapidly changing needs of the sports industry. The article examines the main aspects of educational process organisation at ten leading universities, particularly the structure of curricula, teaching methods for pedagogical disciplines, approaches to evaluating coaching-pedagogical competencies, and the role of mandatory placements in schools and educational institutions. Special attention is given to the connection between these programmes and physical education teacher training standards, professional accreditations from CIMSPA and UK Coaching, as well as qualification requirements for employment in educational institutions. Based on comparative analysis, key elements influencing the quality of future coach-educator training have been identified: development of pedagogical competencies for teaching sports disciplines, integration of coaching and educational methodologies, programme orientation towards dual training for working with both athletes and students in educational institutions, and close collaboration with schools and teacher training colleges. The article emphasises the importance of innovative components in educational programmes, such as integration of pedagogical practices with coaching methodologies, placements in schools and educational institutions, collaboration with education faculties, and development of skills for teaching sports disciplines to different age groups. It is established that programmes oriented towards dual training (coach + educator) and collaboration with both professional sports organisations and educational institutions enhance the versatility and competitiveness of graduates in the labour market.
TRAINING FUTURE PRIMARY SCHOOL TEACHERS TO DEVELOP STUDENTS' NATIONAL IDENTITY IN THE CONTEXT OF EUROPEAN INTEGRATION PROCESSES
The article is devoted to the theoretical substantiation and systematic analysis of the content of professional training of future primary school teachers in the context of developing the national identity of students with regard to European values. The focus of the study is on updating educational and professional programs in accordance with the requirements of the State Standard of Primary Education, the New Ukrainian School Concept, modern socio-cultural challenges and the cultural policy of the European Union. The author emphasizes the role of the primary school teacher as a key subject in the formation of students’ worldview orientations, capable of combining patriotism education with openness to democratic and humanistic European values. The relevance of integrating the content of European programs, practices and values into teacher education is substantiated. The main directions of the EU cultural policy in Ukraine (preservation of cultural heritage, inclusiveness, gender equality, intercultural communication, development of the cultural ecosystem) are identified and their educational potential in the context of teacher training is analyzed. The structure of the professional competencies of a teacher in accordance with the new Professional Standard “Teacher of a General Secondary Education Institution” (2024) is outlined, focusing on 12 competencies that are directly related to the development of national identity. The detailed characteristics of each of them are provided, taking into account the following components: abilities, knowledge, skills, communication, responsibility and autonomy. The article considers the possibilities of updating the content of disciplines of educational and professional programs, taking into account an interdisciplinary approach, combining patriotic and intercultural content, and introducing inclusive and digital technologies. Examples of thematic blocks for such disciplines as Pedagogy, Theory and Methods of Education, Fundamentals of Inclusive Education, and Methods of Teaching Educational Fields are presented.
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INSTITUTIONAL CONSULTING IN THE U.S. HIGHER EDUCATION: SUPPORTING EMERGING LEADERS AND ADMINISTRATIVE TEAMS
The importance of institutional consulting is substantiated as an effective strategic management tool aimed at developing human capital, strengthening leadership competencies, and supporting emerging leaders and administrative teams in the USA. The article explores the phenomenon of leadership as a key factor in ensuring the quality, innovation, and competitiveness of higher education institutions amid ongoing educational transformation. University-based consulting in leadership development encompasses psychological and pedagogical support (such as shaping an individual leadership style), coaching and facilitation of team projects, expert guidance in designing and implementing leadership initiatives, and the creation of internal leadership centers for the development of leadership potential among students, faculty, and administrators. The study analyzes leadership development programs at leading U.S. universities, which combine theoretical training, mentorship, coaching, facilitation, and feedback to support individualized management skill development within dynamic academic environments. The content of these programs is oriented toward enhancing strategic thinking, agile leadership, organizational culture formation, and increasing leadership effectiveness. A comprehensive approach to leadership development in the U.S. academic environment is based on the integration of educational and managerial strategies, a focus on personalized learning experiences, interdisciplinarity, and adaptability to change. The study emphasizes the relevance of adapting effective U.S. models of institutional consulting to the needs of Ukrainian higher education institutions in order to build a modern leadership corps capable of responding effectively to the challenges of educational reform and global transformations. Implementing this experience in domestic universities could be an effective means of forming a talent pool for the education management system, developing university autonomy, and improving the overall quality of the educational process.
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TRENDS IN ASSURING THE QUALITY OF VOCATIONAL EDUCATION IN BELGIUM
The article analyzes key trends in Belgian vocational education quality. The Belgian education system is organized as a complex federal structure. The system is actively engaged in integrating pan-European trends into the quality assurance of its vocational and professional education. European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET) improves the quality of vocational education through planning, implementation, evaluation and adjustment. Decentralization and autonomy of vocational education institutions represent a key trend. There are federal distinctions between the Flemish and French-speaking communities. Their educational institutions autonomously develop quality assurance systems. They customize them for labor market needs. Focusing on learning outcomes, this trend aligns with the Europe-wide movement to prioritize practical knowledge and skills in graduates. The growing autonomy of institutions carries with it a responsibility for educational quality, serving as the foundation for external assessments. External evaluation and accreditation function as internal systems for quality control and assurance. Effective monitoring and decision-making in quality assurance actively leverage data and indicator analysis, encompassing graduate employment. The quality of education depends on the professional development of teachers. Internationalization and mobility enhance the quality of education, facilitate the exchange of experience, and foster the development of intercultural skills. Digitalization is a key transformative trend. It transforms teaching and learning methodologies, monitoring and evaluation processes, as well as the accessibility and flexibility of vocational education. Belgium's vocational education quality assurance systemintegrates European standards, stakeholders, teacher upskilling and digitalization. Prospects for further research into the in-depth study of the quality assurance system for vocational education in Belgium are identified.
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INNOVATIVE EXPERIENCE IN DEVELOPING LEADERSHIP COMPETENCE AMONG BRITISH OFFICERS, AS EXEMPLIFIED BY THE CENTRE FOR ARMY LEADERSHIP
officers of the British Armed Forces, using the Centre for Army Leadership (CAL) as an example. It outlines the organisational principles of the Centre as a leading institution in the sphere of professional military education, which shapes a strategic vision of leadership and ensures its implementation in officer training. The key areas of CAL's activities are revealed, including: support for scientific research (through the CAL Research Institute), promotion of professional discussion on leadership (Leadership Insights, CAL Podcast), development of informal education and personality growth through an essay competition and the CAL Activist Network. It analyses current trends that shape the content of leadership training: the use of digital educational resources, a decentralised approach to leadership training, an emphasis on the development of analytical thinking and cultural awareness, and an increased role for military leaders in social responsibility. It is argued that CAL's systematic approach to leadership competence development provides a multi-level and inclusive model for training military leaders, adapted to the challenges of the modern security environment. The role of CAL as a platform for interdisciplinary interaction, combining military and civilian leadership experience, is emphasised, contributing to the formation and development of value-oriented and ethical leadership. The possibilities for adapting CAL best practices to the development of leadership competence among officers of the Armed Forces of Ukraine are identified, in particular the implementation of expert publication formats, essay competitions, cross-functional network initiatives and podcasts as means of informal education. A conclusive statement was made regarding the effectiveness of a formal and informal learning combination for ensuring the sustainable professional development of officers as military leaders.
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