Volume 12 - Issue 61

/ January 2023

http:// www.amazoniainvestiga.info ISSN 2322- 6307

DOI: https://doi.org/10.34069/AI/2023.61.01.4

How to Cite:

Imber, I., Kovtun, N., Zaitsev, I., Solodchuk, A., & Borzyk, O. (2023). The education role in the development of the information

society: Progressive ideas of the world's leading countries. Amazonia Investiga, 12(61), 33-40.

https://doi.org/10.34069/AI/2023.61.01.4

The education role in the development of the information society: Progressive

ideas of the world's leading countries

Роль освіти у розвитку інформаційного суспільства в контексті творчого

використання прогресивних ідей провідних країн світу

Received: January 2, 2023 Accepted: January 30, 2023

Written by:

Viktoriia Imber12

https://orcid.org/0000-0003-2908-9654

Natalia Kovtun13

https://orcid.org/0000-0003-3845-6807

Ihor Zaitsev14

https://orcid.org/0000-0002-0619-8148

Alona Solodchuk15

https://orcid.org/0000-0001-9221-277X

Olena Borzyk16

https://orcid.org/0000-0002-2394-9230

Abstract

The article describes the retrospective of the

countries' practice, which gives rise to the

conviction of the signs of national character. This

experience combines the support of traditions

with a desire to listen to the demands of today's

developed world. In the article, great attention is

paid to the study of education systems in the

countries of the European Union, as well as the

USA, Canada and other countries, their features

in the information society. The article shows

similar approaches in the organization of the

educational process. We revealed the signs of the

national education system based on structural

recommendations, the consequences of training

and other resources relative to other countries,

which will allow diplomats and managers to

evaluate the consequences of educational

practice, characterize the improvement of state

policy in the field of education and make

Анотація

У статті охарактеризовано ретроспективу

практики країн, що зараджує переконанню

ознак національного характеру. Цей досвід

суміщає в собі підтримку традицій жаги

прислухатися до вимог нинішнього

розвиненого світу. Одним із найважливіших

шляхів урядових перетворень у різних країнах

світу є децентралізація порядків державного

керівництва, а також у галузі освіти, у ході якої

ведеться поділ прав між гілками влади різних

рівнів. У статті велику увагу приділено на

дослідженні систем освіти у країнах

Європейського Союзу, а також США, Канади

та інших країн, їх особливостей в

інформаційному суспільстві. Стаття показує

подібні підходи в організації навчального

процесу. Показано порівняльний аналіз

значення системи освіти та методики

підготовки майбутніх спеціалістів у

Ph.D. in Pedagogical Sciences, Associate Professor, Docent of Primary Education Department, Vinnytsia Mykhailo Kotsiubynskyi

State Pedagogical University, Ukraine.

Candidate of Pedagogical Sciences, Faculty of Pedagogical Education, Management and Arts, Department of Pedagogy, Theory

and Methods of Primary Education, Hryhorii Skovoroda University in Pereiaslav, Ukraine.

Doctor of Philosophy (Ph.D), Assistant Professor of the Department of Tactics and Combined Military Disciplines, Military

Academy, Ukraine.

Ph.D. in Pedagogical Sciences, Associate Professor of English and Methods of its Teaching Department, Pavlo Tychyna Uman

State Pedagogical University, Ukraine.

Doctor of Philosophy, Senior Lecturer of Natural Sciences, Municipal Establishment “Kharkiv Humanitarian-Pedagogical

Academy” of Kharkiv Regional Council, Ukraine.

www.amazoniainvestiga.info ISSN 2322- 6307

informed decisions about its improvement. The

training of specialists in the modern information

society requires taking into account the ideas of

continuity, openness and anticipatory

development. The article analyzes the prospects

of creative application of the advanced beliefs of

different countries of the world for the training of

specialists in Ukraine in the conditions of the

modern information society.

Keywords: education, advanced ideas,

information society, leading countries, training

of specialists.

зарубіжних країнах та Україні. Ми розкрили

ознаки національної системи освіти за

структурними рекомендаціями, наслідками

навчання та іншими ресурсами відносно інших

країн, що дозволить дипломатам, менеджерам

оцінювати наслідки освітньої практики,

характеризувати покращення державної

політики у сфері освіти та приймати зважені

рішення щодо її вдосконалення. Потребує

врахування ідей неперервності, відкритості та

випереджаючого розвитку підготовка фахівців

у сучасному інформаційному суспільстві.

Стаття аналізує перспективи творчого

застосовування передових переконань різних

країн світу для підготовки фахівців в Україні в

умовах сучасного інформаційного суспільства.

Ключові слова: освіта, передові ідеї,

інформаційне суспільство, провідні країни,

підготовка спеціалістів.

Introduction

The transition to the information society requires

profound changes in the production of

knowledge and its transfer and assimilation, and,

as a result, fundamentally changes the role and

place of education, which becomes the basis for

social development.

The process of development of the information

society is connected with intensive processes of

formation of a new educational paradigm. The

basis of the new paradigm is a change in

fundamental ideas about a person and his

development through education, a transition

from a disciplinary to a systemic model of the

content of education, the main part of which is to

teach to understand the world, society, oneself,

one's work.

One of the urgent trends in the growth of modern

education is the training of specialists of a

qualitatively new type, the realization that the

sustainable development of society, overcoming

differences depend on the education system, the

level of education of the population, its

orientation towards mastering new knowledge

and competencies throughout life. Currently, the

mission of renovating the education system in the

conditions of the modern information society and

ensuring its compliance with international

standards is gaining particular relevance.

The need for a new educational model is caused

by the implementation of an eco-humanistic way

of constructing an information society, which is

based on sustainable and safe development and

replaces the crisis-driven, costly, unsustainable

development.

New requirements for a specialist in the context

of the development of the information society

have determined our interest in the study of the

essence and role of the information component in

the system of vocational education. The novelty

of the theoretical and methodological research

lies in the systematization of existing knowledge

on the research topic, as well as in identifying and

concretizing the conditions for organizing and

developing the information environment in

vocational education institutions.

We consider it necessary to note that quite

recently such concepts as "informatization" (the

process of regulating the structure of various

production areas based on information

technologies and information and

telecommunication interactions), "information

society" and "information culture" were

considered in the context of the applied activities

of specialists on information technologies.

Today, information flows and technologies are so

rapidly penetrating various areas of human life

that they determine the information design of its

various aspects: socio-cultural, professional,

industrial, educational, etc. In this situation,

innovative changes are obvious in many areas,

primarily in education.

In modern conditions, education must meet the

demands placed on it by society. Education

appears as a socially adaptive mechanism

capable of responding to social transformations,

Imber, I., Kovtun, N., Zaitsev, I., Solodchuk, A., Borzyk, O. / Volume 12 - Issue 61: 33-40 / January, 2023

Volume 12 - Issue 61

/ January 2023

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and in a sense, it is necessary to develop a model

of education in such a way that it (education)

functions as a dynamic and flexible system

capable of responding to social changes. As the

experience of many countries shows, only the

anticipatory development of the education sector

forms the investment attractiveness of the

country and ensures a technological

breakthrough, all these problems are considered

by us in the article.

The purpose of the article: to consider the content

and features of training specialists from different

countries in the modern information society and

to highlight the progressive ideas of the leading

countries of the world regarding their

implementation in the educational process of

Ukraine.

Literature Review

Many scientists have considered the problem of

education in the development of the information

society in the context of creative use of advanced

concepts from the leading countries of the world.

V. Bilan (2010) devoted his research to analyzing

the current state and trends in the development of

innovation in Germany. He identified the

advantages and disadvantages of the state of

innovation activity in Germany, as well as

measures to use modern foreign experience in

order to change the innovation sphere in Ukraine.

Under the leadership of V. Kremen (2003; 2014),

a complete study of the state and change of

National Education during the 25-year period of

independence of Ukraine was carried out. He

proposed recent problems of the educational

range, the causes of their occurrence were

identified, and scientifically based traditions of

modernizing national education in the situation

of globalization, European integration and

general self-identification.

N. Terentyeva, & O. Sytnyk (2016) analyzed

education in Ireland and Ukraine, performed a

comparative analysis of current trends in the

advance of teaching in Ireland and Ukraine, gave

a description of the main forms and content of

education in both countries. Based on the

conducted research, the authors attempt to

identify the common and distinctive features of

Irish Education for Ukraine and justify

recommendations for using the progressive ideas

of the Irish experience in the progress of the

education system in Ukraine.

O. Kuchai (2014) highlights «…the main task of

modern education in Poland – lifelong learning

and the introduction of information technologies

in all spheres of public life and activities».

Students take qualified knowledge during their

studies (regardless of its duration), which helps

them manage their own experience; participate in

the methods taking place in the world around

them, using information support.

T. Kuchai (2009) carried out, that «…a

comparative analysis of the content of the

education system and methods of training future

specialists in the UK and Ukraine, which made it

possible to identify similar approaches in the

organization of the educational process; to

identify the presence of different levels of

training and features of such training in

universities in the UK».

T. Sverdlova (2002) characterizes, that «…the

educational systems of the Far East countries that

are in a state of rapid development and indicates

significant evolutionary changes, similar to the

education system in Ukraine».

S. Honcharenko (1993) investigate the problem

of building a Ukrainian school, emphasize the

need to introduce individualization in the

learning process.

Kravchenko et al., (2022) show, that

«…modernization of computer technologies,

especially multimedia ones, is a necessary

condition for the functioning of specialists in

modern society, since specialists are at the center

of the educational process, during the

improvement of professional competence».

Plakhotnik et al., (2022) expose, that

«…multimedia teaching tools, which are

promising and highly effective tools that allow

the teacher not only to present an array of

information in a larger volume than traditional

sources of information, but also to include text,

graphs, diagrams, sound, animation, video, etc.

in a visually integrated form».

Shchyrbul et al., (2022) demonstrate, that

«…relevant ideas of media education, developed

form an important basis for the modernization of

education, which will contribute to the

construction of an information society in the

country and the formation of civil society».

Methodology

The foundation of scientific research is the

philosophical principles of the theory of

knowledge, according to which the character of

education in the change of the information

society is considered as an object of systematic

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study, analysis and interpretation of scientific

facts from the standpoint of integrity, unity,

interaction of various factors; general scientific

principles of historicism, cultural relevance,

unity of the national and universal.

The basis of the methodology is also a

established of ideas set forth in the works of

many scientists devoted to the part of education

in the progress of the information civilization in

various countries in the world.

Results and Discussion

The main task and main feature of current

education in the information society is lifelong

learning and the introduction of information

technologies in all ranges of community life and

actions. Students, future specialists, receive

qualified knowledge during their studies

(regardless of its duration), which helps them

manage their own experience; participate in the

processes taking place in the world around them,

using information support.

As T. Sverdlova (2002) notes, that «…the

educational systems of the Far East countries are

in a state of rapid development». In the process

of these changes, the top general successes and

the most broadminded world practice are

positively combined. As a consequence, the use

of training in the modern information society is

constantly increasing, and at the same time, its

humanistic orientation is becoming more and

more pronounced.

Recently, scientists note that research on the

development of the modern education area in the

modern information society should be carried out

comprehensively. In particular, V. Kremen

(2006) notes that education, as a whole is a field

of complex research, interdisciplinary approach

and system analysis, since it is a "systemic"

object.

In Ukraine, changes are taking place in the field

of politics, economy, culture, and interethnic

relations, which encourage a rethinking of

educational goals in the modern Information

Society (Hryshchenko, 2009).

Global integration processes require an

objective, comprehensive scientific analysis of

the development of education systems in the

modern information society, in both Europe and

the East. Ukrainian researchers mainly focus on

the study of the education systems of the

European Union states, as well as the United

States, Canada and other countries. Meanwhile,

as the identification of scientific sources shows,

the experience of the development of education

systems in the countries of the East, in particular,

the training of specialists, is not sufficiently

studied (Komar et al., 2021).

Japan is one of the world's leading economic

powers, which retains its original national culture

under broad international influences. The

experience of the Japanese people in educating

the younger generation has a long history, which

has developed over the centuries as the most

important tradition. The study of the historical

experience of this country should contribute to

understanding the peculiarities of the national

character of the Japanese, which combines

dedication to traditions and at the same time a

evidently spoken and positive desire to income to

explanation the necessities of the current

civilized world. Japanese education is a unique

phenomenon. Its special appeal lies in the high

efficiency of the economic and intellectual

development of the nation. Japan's education is

not isolated from society; it is influenced by the

transformations that characterize its development

(Kuchai, 2015).

In Ukraine, only the question of increasing the

role of education in the life of society, in the

"intellectualization" of the economy, in the

development of education is raised. Japan, in the

middle of the last century, passed the path of

"intellectualization" of the economy and became

one of the first advanced countries in the world.

The prestige of creativity in European culture is

very high. According to content analysis, the

word "creativity" itself is among the top ten most

commonly used words in psychology, sociology,

philosophy, and even political science. However,

for example, this is not the case in eastern culture,

and such a seemingly Western-progressive

country as Japan does not have such a cult of

creativity as in the United States. The main thing

for a Japanese schoolchild, and then a Japanese

engineer, or any specialist, is first to learn how to

perform something in the best, most effective

way. In addition, the entire education system in

Japan, organized in its own way, is aimed at

serious education of children (Hrynevych, 2011).

According to UNESCO, Japan provides its

children with education, according to some

indicators, almost the best in the world

(Sverdlova, 2004).

Investigating the problem of the development of

the Ukrainian school, Ukrainian scientists S.

Honcharenko (1993) consider it necessary in the

modern information society to introduce

individualization in the learning process.

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Continuing their opinion, we note that the

tendency of individualization is a strong cross of

the organization of the education process

(Oseredchuk et al., 2022).

The formation of aesthetic consciousness of

students and young people in the system of

education and training of Japan takes place in

educational, pedagogical, methodological and

other areas. This contributes to the development

of creative thinking of young students, parents

and other categories of the population. A wide

range of aesthetic learning and training makes it

possible to develop and constantly update not

only the value component (aesthetic perception,

aesthetic needs, aesthetic attitude), but also the

cognitive component (aesthetic ideas, aesthetic

knowledge). In addition, national traditions that

contribute to the aesthetic education of students

retain their strength today, contributing to the

deepening of the aestheticization of the Japanese

people. Children systematically develop

politeness, obedience, hard work,

insubordination, ability to work in a group,

discipline and other qualities. Leading Japanese

scientists justify approaches aimed at ensuring

the widespread use of national traditions in the

educational process of the school (Kuchai, 2015).

The theoretical justification of training

specialists in the modern information society

requires taking into account the ideas of

continuity, openness, advanced development,

which depends on the results of the integral

process of teacher formation at the

methodological, general pedagogical, general

psychological, scientific levels and is considered

as the formation of a scientific worldview based

on them (Shunkov et al., 2022).

Modern methodological approaches to the

education and training of students in Japanese

schools are of considerable scientific interest:

egalitarian, activity-based, traditional, cultural,

and systematic, partner to the school-university

system, as well as the multicultural, functional

and approach to the education of children.

Creative implementation of these and other

approaches ensures achievements in the

development of Education, Science, Culture,

Nanotechnology and allows the country to be a

leader among other advanced countries of the

world.

The Ministry of Education, Culture, Sports,

Science and Technology of Japan refers to the

ways of modernizing the educational process in

the modern Information Society in universities:

updating the content of training; introducing new

training courses; using innovative teaching

methods. Moreover, preparing training

instructions and didactic materials for students; a

strict system of knowledge assessment; creating

the necessary conditions for independent training

of students in the modern Information Society;

training creative future specialists with a

humanistic worldview, developed creative

abilities. The content of professional training of

teachers is based on a combination of native

Japanese philosophical attitudes, national

traditions and modern conceptual provisions of

domestic and world pedagogy (Kuchai, 2015).

Poland's accession to the European Union has led

to another wave of modernization in the

education system, in particular in the system of

training and improvement of highly qualified

specialists in the modern Information Society.

Another feature of professional training of

specialists in Poland is the use of various

methodological concepts in the classroom, which

helps to assimilate knowledge with a

predominance of methods activated by

discussion, group decision-making, planning and

creative development of thinking depending on

the program content in the modern Information

Society (Kotiash et al., 2022).

A characteristic feature of the training and

activity of a Polish specialist is pedagogical

control, the modernization of which began in

2011. The task of modernization is the

development of the education system

(coordination of external control over teaching in

the country, formulation of general requirements,

selection of assessment and control tools,

training of persons responsible for external

pedagogical supervision) and improvement of

individual schools and other educational

institutions. In each voivodship, regional centers

for the quality of education are established ‒

institutions responsible for conducting

pedagogical supervision. Education quality

inspectors should examine the quality of

Educational Institutions' activities to ensure that

they meet the same criteria for all schools. The

introduction of external monitoring helps to

analyze, draw conclusions, and outline short-and

long-term strategies for the development of

education at the state and local levels.

One of the qualities of professional training of

specialists in Poland is increased attention to the

educational component.

European education requires that a modern

specialist in the modern information society is

not only a person who gives knowledge, but also

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an adviser to the student regarding its

development, independent formation of its

creative foundations. A new generation of future

specialists should be prepared for such tasks,

which is characterized by knowledge,

information skills and qualified pedagogical

training (Kuchai, 2014).

In Europe, the country with a pronounced

decentralized education system is the United

Kingdom, which is associated with its division

into England, Wales, Scotland and Northern

Ireland. In each of these regions, the education

system reveals certain specifics. At the same

time, both local education authorities and

educational institutions themselves enjoy the

right to solve many specific problems

independently everywhere.

Great Britain is one of the countries that were the

first to embark on the path of industrial

development and felt the negative consequences

of industrialization and the scientific and

technological revolution, to overcome which the

national and original education system of the

population created in the country is focused. It is

based on universal values and folk traditions of

environmental protection, wide dissemination of

progressive ideas in society (Kravchenko et al.,

2022).

Comparing the forms of organization of training

and methods in Ukraine and the UK, we note

that, although the didactics of higher education in

the UK does not clearly distinguish between

teaching methods and organizational forms of

training, the positive thing in university

education is that discussions, debates, group

forms of training are extremely widely used. As

well as the imitation of certain fragments of their

future activities by future specialists, as a result

of which more effective training of students is

carried out because in the classroom they learn to

argue their opinions, listen to each other, conduct

discussions, etc.

Discussion both as a method of teaching and as a

form of organizing the educational process,

according to English experts, has a number of

important advantages: it helps students develop

the ability to express and argue their opinions,

listen to each other, and act as critics. Conducting

a discussion, which requires not only the logical

construction of the utterance, but also the correct

literary design of the provisions, contributes to

the development of spontaneous speech.

Discussion forms of work form students'

scientific thinking, stimulate their independence

and activity, develop the ability to discuss

problems, and prepare them for their future

profession (Kuchai, 2009).

Germany has a highly developed policy in

supporting innovation. The National High-Tech

Strategy, introduced in 2006, covers all

ministries. It creates strategies for 17 "future

areas" and goals to instrument new skills as soon

as possible. In February 2008, this state

implemented an internationalization strategy to

appeal scientists, students and foreign

investment. Germany also reserves investigate

plans to support research in schools and

universities. Significant advantages of Germany

can be defined as: close cooperation between

higher education institutions; research

institutions and enterprises; creation of clusters;

highly developed infrastructure; competitive

environment; high level of demand for

innovative products and services; developed

policy in the field of innovation support (Bilan,

2010).

The study and implementation of foreign

experience through its adaptation to domestic

educational and cultural traditions will contribute

to providing the population with broad access to

the expansion of the worldview and personal

development throughout life, which in turn is the

key to the development of education in our

country.

In the course of conducting a comparative

pedagogical analysis of the development of

education in Ireland and Ukraine, modern trends

in the development of Education in Ireland are

highlighted, in particular: public partnership in

education, namely: the creation of public

organizations (AONTAS, NALA). In addition,

regional education in order to ensure work with

people who want to return or continue their

education, offering a person-oriented approach

using individual training, in order to ensure

positive personal or social results. Modernization

of the content of educational programs for adults,

in particular with the allocation of areas of work

with different groups of the population (women

or young mothers, men, travelers, people with

disabilities, the elderly, migrants refugees,

disadvantaged people, rural residents);

integration of national programs to participate in

the European educational program environment

to involve the population in education

(Terentyeva & Sytnyk, 2016).

Conclusions

In our opinion, the progressive ideas of the

leading countries of the world that should be

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implemented in Ukraine include training of a

research specialist by applying a research-

oriented approach and foreseeing university

curricula in the educational process. In addition,

partnership approach to the school-university

system; implementation of the leading function

of environmental education in the formation of a

high culture of behavior in the environment

among the younger generation, combining the

cultural traditions of the people and modern ideas

about human interaction with nature. Moreover,

enrichment of the methodological system of

environmental education in Ukraine, taking into

account the progressive ideas of Great Britain

and providing their scientific and methodological

justification by: diversity of teaching methods

(active, interactive, informational). Also,

increasing the time for independent work of

students in order to develop critical thinking of

future specialists; introducing the most relevant

subjects of our time to the curriculums of

pedagogical faculties of universities;

technological approach to equipping the

educational process.

Among the orientations of information provision

of professional education, the following can be

distinguished: information mobility, efficiency,

as well as the need to ensure the reliability and

validity of synthesized knowledge, which allows

productively (in various ways) to solve

professional tasks within a given time limit in

conditions of high professional competition;

clarity, systematicity and step-by-step provision

of information, characterized by imperatives:

from knowledge to knowledge, from complete

knowledge to comprehensive knowledge, from

existing knowledge to more perfect knowledge",

implemented with the help of experience that

ensures continuous professional self-

improvement based on the formation of

necessary professional competencies ; focus on

high-quality information professional support,

characterized by the relevance and reliability of

the information resource used.

Summing up, we can say with confidence that the

goal of professional education is not just the

accumulation of knowledge and skills, but also

the professional development of an individual

who has the ability to independently produce

knowledge of a new type.

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