Volume 12 - Issue 63
/ March 2023
31
http:// www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2023.63.03.3
How to Cite:
Yakymenko, S., Vasіutina, T., Nefodov, D., Pankiv, L., Stryzhakov, A., & Denysiuk, M. (2023). Main directions of innovative
transformations in higher education. Amazonia Investiga, 12(63), 31-41. https://doi.org/10.34069/AI/2023.63.03.3
Main directions of innovative transformations in higher education
Основні напрями інноваційних перетворень у вищій освіті
Received: February 10, 2023 Accepted: March 20, 2023
Written by:
Svitlana Yakymenko1
https://orcid.org/0000-0003-4230-9586
Tеtіana Vasіutina2
https://orcid.org/0000-0003-0253-1932
Dmytro Nefodov3
https://orcid.org/0000-0003-1992-7271
Liudmyla Pankiv4
https://orcid.org/0009-0009-7468-3979
Artem Stryzhakov5
https://orcid.org/0000-0003-1407-939X
Mariia Denysiuk6
https://orcid.org/0000-0003-2132-6598
Abstract
The article highlights the main directions of
innovative transformations in pedagogy. The
methodological concept of research based on the
following provisions is highlighted:
implementation of a complex of approaches of a
scientific and methodological direction in the
professional training of future specialists;
organization of the main directions of innovative
transformations in higher education; determination
of the principles of functioning of the educational
process; determination of essential properties and
features of the studied object of innovative
transformations in higher education; determination
of prospects for the development of the main
directions of innovative transformations in higher
education. The main directions of innovative
transformations in higher education have been
clarified. The essence of the content of innovative
pedagogical technologies was considered, and the
essential features and ways of development of
pedagogical innovations were listed, divided into
intensive and extensive. For the purpose of effective
training of education seekers, the conditions for
their innovative activities have been formulated.
Distance learning is presented in the article as a set
1
Doctor of Pedagogical Sciences, Professor of Elementary and Preschool Education Department, V. O. Sukhomlynskyi National
University of Mykolaiv, Ukraine.
2
Doctor of Pedagogical Sciences, Associate Professor, Professor of the Department of Primary Education, Dragomanov Ukrainian
State University, Ukraine.
3
Doctor of Historical Sciences, Associate Professor at the Department of History, V. О. Sukhomlynskyi National University of
Mykolaiv, Ukraine.
4
Doctor of Pedagogic Sciences, PhD in Pedagogy, Professor of Art Department, Dragomanov Ukrainian State University, Ukraine.
5
Ph.D. in Pedagogy, CEO, LLC “Tsyfromarket”, Ukraine.
6
Ph.D Student, Pavlo Tychyna Uman State Pedagogical University, Ukraine.
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of information technologies that students need to:
ensure the volume of material for their
competitiveness in the labor market; for use in the
learning process of interactive interaction of
students and teachers; to enable students to work
independently in order to master the material; for
assessment during training and monitoring of their
knowledge and skills.
Keywords: innovative transformations, higher
education, innovative pedagogical technologies,
training students for innovative activities,
information technologies.
Introduction
Scientific and technical progress, social
development of the individual, development of
integration and globalization of the educational
field require the introduction of innovations in all
spheres of human life. So, in connection with
education being at the stage of intensive
development, the development of the entire
society and each person depends on the ability
and opportunities to perceive and use
innovations. Therefore, the problem of
modernizing the factors and possibilities of
forming actions, innovative ways of thinking,
forming the ability of graduates of educational
institutions for functional and psychological
readiness and innovative activities is the main
task of the modern educational system
(Tyutyunnyk et al., 2021).
The integration of Ukraine into the world
community actualizes the problem of the
readiness of society and individuals for changes
in all spheres of life: social, economic, scientific,
political, technical and technological. The
priority task of higher professional education is
the development of such qualities and abilities in
the future specialist that would allow him to
successfully adapt to rapidly changing
competitive conditions, readily perceive and
implement innovations, and create a qualitatively
new social space. Therefore, a characteristic
trend of modern education is innovativeness,
which determines its openness to new,
anticipatory character in relation to other fields
of human activity.
The main problems of innovative orientation of
the content and technologies of modern
education are: support of innovative initiative,
creativity, self-activity and independence of
management objects; transition from
spontaneous mechanisms of application of
innovative processes to consciously managed
ones, strengthening their sustainability;
informational, material and technical, personnel
support for the implementation of the main stages
of innovative educational processes; forecasting
reversible or irreversible structural changes in the
innovative educational environment;
accelerating the development of innovative
processes in institutions and educational
institutions.
Innovative activity is specific and quite complex,
requiring special knowledge, skills, and abilities.
The implementation of innovations is impossible
without a teacher-researcher who possesses
systemic thinking, a developed ability to be
creative, and a formed and conscious readiness
for innovations. Innovative educators of this type
are called innovative teachers. They are
characterized by a clear motivation for
innovative activity and a crystallized innovative
position, the ability not only to be included in
innovative processes, but also to be their initiator.
The following questions are clarified in the
article: signs of innovativeness; considered the
qualities of innovation as a system learning;
classification of innovations; content of
innovative pedagogical technology; the main
directions of innovative transformations in
pedagogy; the conditions for effective training of
education seekers with the help of innovative
pedagogical transformations are shown; the basic
principles of the technology of scientific and
methodological support in the system of
innovative educational transformations;
principles of implementation of ensuring
effective activity in the market of educational
services.
Yakymenko, S., Vasіutina, T., Nefodov, D., Pankiv, L., Stryzhakov, A., Denysiuk, M. / Volume 12 - Issue 63: 31-41 /
March, 2023
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Literature Review
V. Tyutyunnyk, V. Savchenko, & S. Vasylieva
(2021) clarified the ways of innovations and the
possibilities of innovative technologies. The
authors consider innovative technologies to be a
system of updated methods and techniques in
education, with the help of which effective
achievement of activity results is possible; high-
quality training of the younger generation, the
readiness of the individual for all innovative
conditions of the development of society;
directing the educational process to the
development of potential achievements and
abilities of the student of education.
P. Luzan, V. Manko, L. Nesterova, G. Romanova
(2014) using the theoretical analysis of
vocational education and the implementation of
innovative learning technologies during its
implementation, presented the theoretical and
methodological justification of innovative
learning technologies. During the analysis of the
content of the practice of implementing such
learning technologies in the training of qualified
workers, the methodical principles of applying
innovative technologies in vocational education
were characterized and determined. In particular,
problem-based and developmental learning,
educational design, valid test control, etc. were
analyzed. The peculiarities are substantiated, and
the advantages of implementation and design of
personal development technologies during
training are shown. The ways are characterized
and the possibilities of forming the readiness of
future specialists for the introduction of
innovative technologies in the educational space
of educational institutions are shown.
V. Sydorenko (2014) substantiated and showed
the advantages of using the innovative
technology of scientific and methodological
support - pedagogical coaching, showed
effective methods that contribute to the quality of
training of specialists, retraining, improving the
qualifications of personnel for society, forming
their ability to continuously acquire education
throughout their lives.
The purpose of Ya. Boyko's (2014) work is to
research innovative ways of implementing
innovative technologies into the educational
process. Ways of implementing research
methods are shown: structural-logical, systemic,
analytical, and method of comparisons, to
improve the educational society.
S. Stebluk (2011) the concept of "innovation" is
revealed, which is a necessary condition for
improving the quality of education, for the
implementation of the focus of education on
training a competitive specialist, and separate
innovative methods of education are presented
that are effective for use in higher education of
the I-II levels of accreditation.
G. Rozlutska (2011) shows the necessary mass
quality education for modern society, which
should meet the needs of the consumer and the
producer of material and spiritual goods, which
are constantly growing. It has been proven that
the quality of professional training in higher
education depends on the level of
implementation of pedagogical technologies,
which are aimed at ensuring the effective training
of competitive, highly qualified specialists who
can realize themselves in the conditions of the
information society.
O. Dubasenyuk (2009) revealed the peculiarities
of the technologies of pedagogical training of the
future teacher and described the possibilities of
applying various options for their
implementation from the standpoint of modern
scientific approaches, which improve the entire
structure of the readiness of future specialists for
innovative activities.
M. Kademiya (2014) considers and presents the
possibilities of using modern pedagogical
technologies of learning in the educational
society, which are used with the help of
information and communication networks and
information computer technologies.
L. Nikonorova (2020) in the conditions of a
higher education institution investigated the
possibilities of implementing the project method
to improve the process of teaching foreign
languages.
The purpose of the article: to find out the main
directions of innovative transformations in
higher education.
Methodology
Conceptual provisions that reveal the main
directions of innovative transformations in
higher education as elements of a systemic vision
of the organization of the educational process are
presented as interconnected concepts that
embody the understanding of theoretical,
innovative, methodological, multiple, and
practical approaches to improve the professional
training of future specialists with constant
innovative transformations in higher education.
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The research idea reflects the main scientific
ideas, content, and implementation, the
improvement of which makes it possible to
update and improve the system of professional
training of specialists during innovative
transformations in higher education. We took
into account the recommendation-methodical,
fundamental-scientific, and operational-
technological aspects of the development of the
outlined problem.
Scientific positions are considered at the levels
presented as concepts (nodal parts are based on
basic scientific ideas): theoretical,
methodological, and practical.
The theoretical concept reflects the main
provisions of the regulatory and legislative
framework, which is used to update and improve
the professional training of future specialists, and
reflects the strategic directions of education. The
terminological apparatus proposed in the study
makes it possible to predict the qualitative
professional identification of future specialists;
apply modern intentions of pedagogical science,
without which it is impossible to reveal the
specifics of professional training of future
specialists abroad and in Ukraine; show the
prospects of the educational activity (technology,
informatization, professionalization); ways of
implementing high-quality and effective use of
innovative technologies in education, which
determine the innovative focus on improving the
education of modern experimental research.
The methodological concept of the study is based
on the following provisions:
− the implementation of a set of approaches of
a scientific and methodological direction in
the professional training of future specialists
is seen in the complex application of the
main directions of science, which lead to the
solution of the necessary research tasks;
Such approaches can be: competence,
system, epistemological, integrative,
complex, activity, personal, axiological,
contextual, synergistic, individual-creative;
− organization of the main directions of
innovative transformations in higher
education, their terminological space, taking
into account the civilizational development
of semantic transformations in the historical
context during the professional training of
future specialists;
− identification of the principles of the
functioning of the educational process, its
regularities for the renewal of the modern
system of innovations in higher education, in
particular, the professional training of future
specialists;
− determination of essential properties and
features of the studied object of innovative
transformations in higher education, which
shows the expected result - readiness for
professional activity of future specialists;
− determination of prospects for the
development of the main directions of
innovative transformations in higher
education, the system of professional
training of future specialists.
The practical concept improves the procedural
components of the object under investigation,
which are diverse when conducting experimental
research in several educational institutions and
reveals the prospects of implementing the main
directions of innovative transformations in
higher education and the system of professional
training of future specialists in the educational
process of other educational institutions; a
mandatory component is the approval and
implementation of design, stimulation,
interactive, etc. learning technologies in
education, with the application of which teachers
create innovative conditions for the professional
training of future specialists, the goal of which is
to perform professional duties at a high level in
an innovative way, to bring professional
competences to automaticity with the
effectiveness of such a process at various stages
of its implementation.
In the application of the outlined concept, thanks
to the practical context, the development and
implementation of pedagogical conditions for the
training of specialists took place, applying the
main directions of innovative transformations in
higher education.
In the content of the practical concept, it is
mandatory to generalize the best experience of
implementing the updated system of
implementing the main directions of innovative
transformations in higher education, professional
training of future specialists (conducting open
classes with a demonstration of the best
experience, pedagogical workshops; using
methodological developments using pedagogical
innovations; conducting knowledge monitoring
and expert assessment based on intuitive and
logical analysis of the problem.
Taking into account the theoretical,
methodological, and practical concepts of our
work became the basis for the development of the
author's system for the implementation of the
main directions of innovative transformations in
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higher education, and professional training of
future specialists. The functioning of the system
for the implementation of the main directions of
innovative transformations in higher education is
provided for in the use of the toolkit of
organizational and methodical activity of the
teacher, which is based on innovative
pedagogical technologies (technologies of
independent information search, webquest,
interactive, modeling technologies of
professional behavior and achieving success,
project, virtual, simulation technologies).
To implement the set tasks and achieve the goal,
the following research methods were used:
analysis, synthesis, comparison and comparison,
induction and deduction, analogy, which made it
possible to characterize the state of working out
the problem in scientific sources, substantiate the
conceptual and categorical apparatus, study
legislative and regulatory documents in the field
of education, scientific literature, electronic
resources, work experience of scientific and
pedagogical workers of higher education
institutions.
Results and Discussion
In 1986, UNESCO published and substantiated
the official definition of the concept of
"pedagogical technology" and showed the
necessity of its application. Pedagogical
technology was presented as an application of the
system of introducing the main directions of
innovative transformations in higher education,
evaluation and monitoring of the entire learning
process, a systematic method of planning,
assimilation of knowledge by taking into account
human and technical resources, the need for
interaction between students and their teachers to
achieve a more effective form of education.
All scientifically based technologies have
characteristic features (Morska, (2008):
− division of the process of implementation of
the main directions of innovative
transformations in higher education into
interconnected stages;
− coordinated and step-by-step
implementation of actions to implement the
main directions of innovative
transformations in higher education, aimed
at achieving the goal and obtaining quality
results;
− unequivocal implementation of the included
main directions of innovative
transformations in higher education of
procedures and operations into technology,
which is a decisive condition for achieving
results;
− repeatability and reproducibility of the
process of obtaining the product of the
system of implementing the main
directions of innovative transformations
in higher education.
Let's clarify the essence of the concept of
"pedagogical technology" in the following
aspects:
− pedagogical technology - a special
organization of the educational process of
introducing the main directions of
innovative transformations in higher
education;
− under the technological approach, the
educational process should be aimed at
achieving the set goals of implementing the
main directions of innovative
transformations in higher education;
− for the introduction of technology, it is
mandatory to develop a project on a
scientific basis;
− the project necessarily reflects the
pedagogical technology as a system of
implementation of the main directions of
innovative transformations in higher
education with specified procedures,
components, stages, etc.;
− we must take into account that we can
achieve guaranteed learning results when
applying the system of implementing the
main directions of innovative
transformations in higher education,
provided that we interact with participants in
the educational process (Biletska et al.,
2021).
The definition - pedagogical technology - is
interpreted as the organization of the pedagogical
process, which is purposeful, is necessary for the
scientific project of a logically structured system
of pedagogical interaction, which is designed for
clearly achieving the planned learning outcomes.
Today's challenges have made the concept of
"innovative pedagogical technology" necessary
in education.
Innovation in education is a phenomenon that
serves to resolve contradictions between the
traditional education system and the necessary
needs for new, high-quality education; is a
natural phenomenon, developmental in results
and dynamic in nature.
Signs of innovation:
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− the ability to influence the level of
professional activity of a competitive
specialist;
− the ability to increase the innovative field of
the environment in the educational process
of an educational institution or region.
Consider the qualities of innovation as a system
formation:
− innovative environment,
− innovative potential,
− innovation process,
− innovative activity.
Innovations are classified as:
− by the object of influence (pedagogical,
social-psychological, organizational-
management). According to the object of
influence, as the result of pedagogical
innovations, we see qualitative changes in
the educational process. The introduction of
innovations of a special psychological
orientation in the educational institution
contributes to the creation of a positive
microclimate in education and creates a high
level of culture of relations between students
of education. They provide an opportunity to
introduce innovative forms and methods of
management, provide partnership relations,
provide an opportunity to overcome
stereotypes of a conservative style of
management - innovations of the
organizational and management type;
− level of distribution (systemic-
methodological and local-technological).
Innovations of the system and
methodological level are applied within the
framework of the general system.
Innovations at the local technological level
create the testing of systems at individual
educational facilities, personally oriented
innovative methods;
− the innovative potential of the new (radical,
modification, combinatorial). New ideas of
innovation in the educational field are
introduced based on new tools (neuro-
linguistic programming, information and
computer technologies, etc.). Modification
innovations aimed at updating the content,
methods, and forms of the education
organization process. Combinatorial, these
are modernized innovations adapted to the
new socio-cultural environment. If we
consider innovations in the system of
professional and pedagogical education, we
will emphasize their dual orientation. They
are aimed at reorientation not only in the
system of pedagogical training, which takes
into account the positive changes taking
place in educational institutions but also
takes into account historical and pedagogical
trends in the field of education
(Dubasenyuk, 2009).
Let's consider the content of innovative
pedagogical technology:
− systematic, purposeful, consistent
application in educational practice of
methods of pedagogical actions, methods,
and tools that make the educational process
integral - from setting its goal to obtaining
predicted results;
− an integrated, complex process, which
includes ways of organizing innovative
activities, the subjects themselves, their
ideas, and as a result, the effectiveness of the
innovation is obtained.
− innovations include the creation of new
means and significant changes that update
the way of doing business and make thinking
styles innovative. With such an approach,
innovative approaches are those that rework
the nature of the educational process in
relation to the personal interaction of the
teacher and students of education, target
orientation, and change positions in the
educational process (Dychkivska, 2004).
The content of innovative pedagogical
transformations includes a consistent,
systematic, purposeful introduction into the
practical training of specialists of means,
techniques, and innovative methods that ensure a
holistic process in the educational field, starting
from the definition of the goal of this process to
the expected general results. This leads to the
conclusion that the educational system of
training a future competitive specialist should
correspond to the trends of the modern
development of society. S. Stebluk singles out
the following effective learning technologies:
game, problem technologies, collective and
group activity technologies, etc. (Stebluk, 2011).
Regarding the introduction of innovative
pedagogical transformations, we mean: personal
development technologies, the theory and
practice of which are based on a person-oriented
approach to the field of education, at the same
time, the methodological principles ensure the
individualization of the learning process, the
interactive position of education seekers, to
achieve a specifically formulated goal as a result
educational activity, a practical component is
necessary. The condition for the implementation
of innovative pedagogical transformations is the
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teacher's readiness for professionalism during the
conscious implementation of such pedagogical
innovations (personal development pedagogical
technologies) (Luzan et. al., 2014).
Innovative pedagogical transformations are the
implementation of an innovative idea in the
education process, which is necessary for the
creative and active search for non-standard
solutions. Ways of development of innovative
pedagogical transformations can be divided into
intensive (implemented at the expense of the
education system's resources) and extensive
(implemented with the help of investments,
involvement of additional forces, capital
investments, new means, technologies,
equipment, etc.) (Kuchai et al., 2021).
Innovative transformations in pedagogy have the
following main directions:
− during the assimilation of the content of
education by the students, developing
technologies are introduced into the
education process, which stimulates activity;
− improving the education system as a whole,
modernizing the management of educational
institutions;
− development of the education system
development program, concept, and
structure of the education system;
− promotion of pedagogical personnel with the
help of innovative pedagogical
transformations of qualifications;
− with the help of innovative pedagogical
transformations, implementation of the
design of innovative models of the education
process;
− ensuring with the help of innovative
pedagogical transformations the success of
education, the level of development of
education seekers, and quality monitoring of
the educational process;
− development of innovative textbooks,
teaching aids, etc., with the help of
innovative pedagogical transformations.
For the implementation of innovative
pedagogical transformations, highly qualified
specialists of promising, advanced educational
institutions apply purposeful work and create
innovative conditions for the development of
such qualities that provide students with
innovative activity, which depends on the
atmosphere that has developed in the educational
institution, the desire, skills, and opportunities of
teachers to use innovative pedagogical
transformations.
The conditions for effective training of education
seekers with the help of innovative pedagogical
transformations include:
1. To ensure success in innovative activities,
the development of personal potential and
qualities is necessary.
2. For the formation of innovative thinking and
the creation of opportunities for creative
self-realization, it is necessary to create such
an environment that meets the needs of the
development of the subject of innovative
activity.
3. To improve the relationship between the
teacher and the student, perseverance,
tolerance, cooperation with students,
initiative, expressing one's opinion, the use
of methodological tools are used, to enable
students to stimulate search activity and
show their interests. Purposeful work to
attract education seekers to scientific
research and creative activities, compliance
with the above conditions, will contribute to
innovative ways of thinking, and the
development of independence (Tyutyunnyk
et al., 2021).
A prerequisite for the modernization of education
using innovative pedagogical transformations as
a non-linear, open, complexly organized
synergistic system is the application of scientific
and methodological support technology. This
technology allows to overcome the detachment
of course and inter-course periods with the
mandatory application of innovative pedagogical
transformations, ensures the professional,
continuous growth of the teacher along the
individual educational trajectory, and creates
acmeological conditions to master new
functions, roles, and professional improvement
of the subject. This variety is manifested in the
human-centered, humanistic orientation, the
development of the teacher's pedagogical skills;
characterized by subject-subject interaction,
professional facilitative support, interactive
mutual learning, and mutual assistance. The
center of technology is a person, an active subject
of creative self-realization, characterized by a
demand for the provision of professional needs,
requests, potential opportunities for the
prediction of multi-disciplinary, pedagogical
methods, methods, multivariate differentiated
forms, meta-technologies, research-experimental
and social activities, scientific-methodical,
organizational -pedagogical conditions, adjust
the teacher's goal, regarding the successful
solution of professional tasks, provide the ability
to overcome difficulties in professional and
pedagogical activity (Shunkov et al., 2022).
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The main bases of the technology of scientific
and methodological support in the system of
innovative educational transformations are:
− democracy (collegiality in decision-making,
consideration of innovative approaches);
− the choice situation (creation of activity
models, variable programs, and methods that
ensure a conscious choice of the educational
trajectory of those seeking an education);
− self-realization (revealing the potential of
the personality of each student of education);
− co-creation (to achieve innovative
quantitative and qualitative results, joint
activities of education seekers who strive for
high-quality competitive knowledge are
necessary);
− synergy (instability, non-linearity of
scientific and methodical support).
Pedagogical coaching is a qualitative technology
of scientific and methodical support of
innovative pedagogical transformations. At the
heart of such innovative technology, the main
idea is that each individual has different motives,
interests, own needs, goals, and is unique. The
satisfaction of such an idea with all its
components involves individual forms, methods,
and approaches to raising the personal and
professional levels.
This technology involves:
− vertical and horizontal integrity,
systematicity of the continuous process of
education;
− integration of non-formal, informal, formal,
educational education, self-education, and
practical activities;
− application at different stages of the life
cycle of the content of the teacher's
educational needs;
− unity of general, professional, humanitarian
education, etc (Sydorenko, 2014).
The essence of modern innovative educational
transformations in education is that they are
based on the processes of memory, attention,
perception and are based on the productive,
creative thinking, communication, and behavior
of education seekers. At the same time, the
educational process is organized so that students
learn to interact with each other, solve complex
problems based on the analysis of industrial
situations, and situational professional tasks,
communicate, and think critically.
The goals of innovative educational
transformations are the promotion of self-
affirmation and self-realization of the personality
of the student of education; focus on person-
oriented, humanistic, cultural values; use of
active, creative, individually differentiated forms
and methods of the educational process.
Innovative educational transformations include
interactive technologies, information computer
technologies, group and project learning
technologies, modular rating system, and others.
These technologies increase independence,
promote activity, initiative, and enable students
to be responsible for themselves and others
(Kotiash et al., 2022).
Innovative educational transformations are based
on increasing the quality of independent work of
education seekers. Thanks to the application of
Internet technologies in the pedagogical field of
educational services, with the emergence of an
integrated educational environment, it became
possible to achieve a qualitatively new
innovative level of informational, semantic,
technological, and organizational connectivity of
educational resources. Thanks to this, a new
promising level of education, a virtual
educational space is being provided. Such an
education system increases the role of the teacher
in a modern institution of higher education,
leading to the reorganization of educational and
methodical work. The main result of such an
educational approach is the effectiveness of the
management of the higher education system, and
the production of highly qualified specialists
while ensuring the updating of the educational
and methodological complex, which includes the
program, workshops, and guidance on
disciplines. The application of innovative
educational transformations is aimed at
increasing the receptivity of personnel to
innovations, and effective management of
changes in education (Kuchai et al., 2022).
To implement the provision of effective activities
in the educational services market, the education
strategy must adhere to the following principles:
− a shared vision by the management of the
organization's development prospects and
goals;
− aspiration of the staff during innovative
educational transformations to acquire new
knowledge and skills in professional
activity, professional continuous
development;
− creation of conditions for innovative
educational transformations necessary for
continuous improvement of personnel;
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− participation in the implementation of
innovative personnel processes;
− presence of the institute in financial support
of professional development;
− continuous monitoring of the internal and
external environment (Boyko, 2014).
Computer technologies are of great importance
for innovative educational transformations.
Informatization of education requires computer
literacy from the teacher and students
(Kuzminskyi et al., 2018).
The structure of computer literacy in innovative
educational transformations includes knowledge
of modern operating systems and mastery of their
basic commands; knowledge of the basic
concepts of informatics and computer
technology; knowledge of modern shells and
operating tools.
The importance of distance learning technology
has increased. The development of distance
education is a pattern of adaptation of education
to modern conditions: without special material
costs from the state, the implementation of the
social order of society. Distance education
combines the elements of full-time,
correspondence and evening, full-time, and
extramural education based on new multimedia
systems, and information technologies with
innovative educational transformations. We
consider distance learning in innovative
educational transformations as a set of
information technologies that serve to ensure the
delivery of interactive interaction of students and
teachers in the learning process to those seeking
education; thorough amount of material;
providing students with the opportunity to work
independently; to assess their knowledge and
skills in the educational process (Shchyrbul et al.,
2022).
This technology in innovative educational
transformations is characterized by a strong
cognitive motivation created by the Internet and
the quality of specialist training. Thanks to this,
distance learning is a technology of the 21st
century. Its characteristic features in innovative
educational transformations are flexibility, the
coordinating role of the teacher, specialized
control of the quality of education, economic
efficiency, modularity, and the use of specialized
forms and means of education (Rozlutska, 2011).
The intensive development of information and
communication network technologies led to their
use in educational activities.
Cloud computing in innovative educational
transformations is a model of providing
convenient on-demand network access to a
common pool of configured computing resources
that can be quickly provided with minimal
operating costs or requests to the provider.
Electronic learning in innovative educational
transformations is a system of the educational
process that uses Internet technologies,
educational and methodical multimedia
materials, electronic libraries, virtual laboratory
workshops, etc. Electronic learning (e-learning)
in innovative educational transformations is a
learning model that works for the future and is
based on the use of the Internet, new multimedia
technologies to improve the quality of the
educational process by facilitating access to
resources and services, as well as their exchange,
joint work on distance (Kremen, 2008). The most
relevant technologies are e-learning: virtual
educational institutions, virtual classrooms, blog
quests, web quests, blogs, etc. We are observing
the development of mobile information
technologies that make it possible to acquire
knowledge with the help of pocket personal
computers; mobile phones; netbooks; laptops,
tablets, etc.
Mobile learning (m-learning) in innovative
educational transformations is the transfer of
knowledge to mobile devices using WAP and
GPRS technologies. The purpose of such training
is to make the process of educational space
accessible, flexible, and personalized.
We are witnessing the replacement of e-learning
technologies with u-learning technologies
(ubiquitous learning) during innovative
educational transformations, with the use of
information and communication tools in all
spheres of society, and pervasive learning of
continuous education technologies.
In the case of innovative educational
transformations, the model used in the
educational space remains the blended learning
model (blended learning), which combines e-
learning with classroom classes and allows for
the integration of e-learning into the existing
education system, and in the future, blended
learning on based on e-learning and traditional
training, which involves the creation of new
pedagogical methods (Kademiya, 2014).
The project method is relevant. Its relevance in
innovative educational transformations is
associated with the development of computer
telecommunication technologies. In the case of
40
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innovative educational transformations, project
activity takes the main place in the system of
general and higher education, it allows the
learner to acquire such skills that cannot be
acquired by traditional educational methods. The
project method is one of the most effective
methods of developing the creative and cognitive
abilities of students. The goal of the project
method is to enable students to independently
acquire knowledge in the process of solving
problems and practical tasks that require the
integration of knowledge in various subject areas
(Plakhotnik et al., 2022).
The popularity of the project method in
innovative educational transformations is
provided by the opportunity to solve specific
problems, combine theoretical knowledge and
their practical application, support new
approaches to the organization of management,
provide means of building a person-oriented
pedagogical system; the opportunity to
individualize the educational process, the
student's manifestation of independence in
planning, organization and control of his
activities; direction on the formation of skills for
the acquisition of professional competences,
independent acquisition of knowledge.
In the 21st century, the problem of innovative
educational transformations occupies an
important place, since the rapidity of the
development of science and a large number of
discoveries require a person to have developed
experimental, creative thinking (Nikonorova,
2020).
Conclusions
The main directions of innovative
transformations in higher education have been
clarified. Innovative pedagogical technologies
are considered. Signs of innovation are listed.
Ways of development of pedagogical
innovations are conditionally divided into
intensive and extensive. The conditions for
effective training of education seekers for
innovative activities have been formulated. A
prerequisite for the modernization of education
as a complex, open, the non-linear synergistic
system is the introduction of scientific and
methodological support technology. Pedagogical
coaching is an effective technology of scientific
and methodical support. Innovative learning
technologies include interactive technologies,
group and project learning technologies, modular
rating system, information computer
technologies, and others.
Internet technologies have been analyzed, thanks
to which an integrated educational environment
has appeared, in which a new level of
informational, semantic, organizational, and
technological connection of educational
resources is established. The importance of
distance learning is considered. Information and
communication network technologies and the
need to use modern ICT and computer
technologies are analyzed. The role of electronic
learning (e-learning), mobile learning (m-
learning), and blended learning (blended
learning) in education is shown; e-learning
technologies on u-learning technologies. The
project method is presented as one of the most
effective methods of students' creative abilities.
Prospects for further research consist in revealing
the scientific and methodological support of
pedagogical coaching technology.
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