Innovative approaches to teaching students in the modern educational information environment in the USA and Great Britain

Vitaliі Leleka; Iryna Zabiiaka; Olha Tsviakh; Tetiana Grubi; Oksana Vytrykhovska

doi:10.34069/AI/2022.60.12.17

Vitaliі Leleka V.О.Sukhomlynskyi National University of Mykolaiv, Ukraine. https://orcid.org/0000-0002-1740-8980
Iryna Zabiiaka Lutsk National Technical University, Ukraine. https://orcid.org/0000-0002-9535-5490
Olha Tsviakh V. О. Sukhomlynskyi National University of Mykolaiv, Ukraine. https://orcid.org/0000-0002-1119-2170
Tetiana Grubi State Border Guard Service of Ukraine named after Bohdan Khmelnytskyi, Ukraine. https://orcid.org/0000-0002-8844-5842
Oksana Vytrykhovska National University of Life and Environmental Sciences of Ukraine, Ukraine. https://orcid.org/0000-0003-3669-3382

DOI: https://doi.org/10.34069/AI/2022.60.12.17

Keywords: innovative approaches, information environment, higher education institutions, USA, Great Britain.

Abstract

The trend of development of priorities in education and training of students, secondary and higher schools in the USA and Great Britain in retrospect (XIX – early XXI centuries) is clarified. In particular, classical education is briefly described, which had a reproductive character and considered the student as a passive object of learning, which must be filled with knowledge in accordance with certain programs and methods. Classical education was represented by the following approaches: secular, theological, biographical, introspectionist, logical and methodological. American scientists noted that traditional types of Education (classical education and non-classical education) are based on the causal mechanism of the development of thought, the basis of their thinking is considered either the object of learning (classical education) or the subject of learning (non-classical education). Postnonclassical Education combines the positive aspects of traditional education in a single syzygy process of educational activity, which means constant interchangeability, on the one hand, of those who study and on the other – of those who teach. The implementation of postnonclassical education is characterized by the following modern approaches: competence-based, continuous professional improvement of teachers, situational, cultural, systematic, interdisciplinary, axiological, synergetic.

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Author Biographies

Vitaliі Leleka, V.О.Sukhomlynskyi National University of Mykolaiv, Ukraine.

Doctor of Philosophy in the field of education, associate professor of the Department of Physical Culture and Sports, V.О.Sukhomlynskyi National University of Mykolaiv, Ukraine.

Iryna Zabiiaka, Lutsk National Technical University, Ukraine.

Candidate of Pedagogical Sciences, Associate Professor of Department of Foreign and Ukrainian Philology, Lutsk National Technical University, Ukraine.

Olha Tsviakh, V. О. Sukhomlynskyi National University of Mykolaiv, Ukraine.

Doctor of Philosophy in the field of Biology, Senior Lecturer of the Department of Physical Culture and Sports, V. О. Sukhomlynskyi National University of Mykolaiv, Ukraine.

Tetiana Grubi, State Border Guard Service of Ukraine named after Bohdan Khmelnytskyi, Ukraine.

Candidate of Sociological Sciences, Associate Professor, Associate Professor of the the Psychology, Pedagogy, Social and Economic Disciplines Department of the National Academy, State Border Guard Service of Ukraine named after Bohdan Khmelnytskyi, Ukraine.

Oksana Vytrykhovska, National University of Life and Environmental Sciences of Ukraine, Ukraine.

Candidate of Pedagogical Sciences, Associate Professor of Department of Social Work and Rehabilitation, National University of Life and Environmental Sciences of Ukraine, Ukraine.

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