EDUCATIONAL POLICY AND REFORMS: THE IMPACT OF GLOBALIZATION
Abstract
The collective monograph "Educational policy and reforms: the impact of globalization" brings together five perspectives on the transformations shaping education in the 21st century and addresses one of the most pressing questions of our time: how education systems respond to the multiple, often contradictory pressures generated by globalization. The book is guided by the conviction that globalization is not an abstract force operating outside education; it is a condition within which all educational actors now make decisions, negotiate reforms, and redefine priorities. This condition is economic and political, but also technological, cultural, and profoundly human. The combination of conceptual reflection, empirical investigation, and practical recommendations enriches the volume with a multi-layered analysis of how global dynamics are translated into national strategies, institutional governance, and the lived experiences of teachers, students, and academic staff. The novelty of the monograph lies in its integrative perspective. Whereas much existing research on globalization in education isolates technological innovation, policy frameworks, or institutional reform as separate areas of inquiry, this book deliberately brings them together. Five chapters examine artificial intelligence and digital pedagogy, reform trajectories in post-socialist systems, philosophical reflections on human dignity, personnel management through the lens of the economics of happiness, and the development of academic staff under institutional autonomy. The contributions are not parallel accounts. They stand out as interconnected analyses that collectively argue that educational reform in a globalized era can succeed only when it combines innovation with humanism, structural change with capacity-building, and autonomy with responsibility.Ukraine is positioned as the central case study, not simply for contextual reasons but because it exemplifies the convergence of global and local challenges. Ukrainian higher education is undergoing post-socialist transformation, alignment with European Higher Education Area frameworks, and digital acceleration, all under the extraordinary pressures of war and resource scarcity. These overlapping dynamics make Ukraine a telling example of how education systems adapt, resist, and innovate under globalization. The lessons drawn here extend beyond national borders: the structural gaps, adaptive strategies, and normative commitments discussed in this book resonate with educational systems in transition worldwide. The first chapter examines artificial intelligence, Education 4.0, and digital transformation as drivers of pedagogical change. It documents the opportunities of adaptive technologies for personalization, simulation-based training, and flexible learning pathways, while highlighting gaps in digital competence and systemic readiness. The authors argue that Ukraine risks marginalization in the global knowledge economy unless AI literacy is embedded in teacher education and supported by national strategies for ethical governance. Importantly, the chapter situates these challenges within wider international debates, noting that concerns over transparency, bias, and equity are shared globally. The implication is clear: AI is not a panacea, but when critically integrated, it can extend the possibilities of effective pedagogy rather than replace them. The second chapter analyzes reform trajectories in post-socialist and transitional contexts. It reveals a recurrent pattern: structural alignment with European frameworks such as the Bologna Process is often achieved quickly, but substantive changes in transparency, student-centered learning, and institutional accountability lag behind. The gap between adoption and implementation is explained by bureaucratic inertia, governance fragility, and limited resources. The authors advocate for reform strategies that are incremental yet cumulative, context-sensitive rather than imitative, and evaluated by changes in practice rather than formal compliance. This chapter contributes to comparative education by showing that convergence is not linear but contingent, and that meaningful reform depends on balancing global standards with local capacities. The third chapter brings philosophical and anthropological insights to bear on the question of who the subject of education is in a globalized, post-truth world. It critiques the instrumental reduction of education to economic outcomes and performance metrics, warning that this neglects the humanistic mission of cultivating dignity, responsibility, and freedom. Without such grounding, reforms risk producing technically skilled but existentially disoriented graduates. The chapter highlights the need for pedagogical practices that cultivate judgment, ethical agency, and meaning-making. In doing so, it adds a crucial normative dimension to the volume: that education must remain committed to forming persons, not merely producing human capital. The fourth chapter examines institutional life through the lens of the economics of happiness. Drawing on empirical data from Ukrainian universities as well as comparative indices, it highlights a paradox where academic staff remain deeply committed to their roles, yet systemic stressors such as work overload, financial precarity, and psychological strain undermine well-being and, ultimately, institutional resilience. The authors identify the absence of systematic attention to happiness as a critical gap in governance and propose concrete measures including participatory management, recognition systems, and flexible organizational cultures. Their conclusion is striking, highlighting that universities which treat staff well-being as a strategic resource are better positioned to innovate, compete globally, and sustain excellence. The fifth chapter anchors the book in large-scale empirical research. Based on a survey of 243 academic staff across 11 universities, it investigates the development of scientific and pedagogical potential under institutional autonomy. Respondents emphasized the need to reduce workloads, elevate the prestige of scholarly work, strengthen research infrastructure, and expand international collaborations. The chapter uncovers a paradox under which although autonomy formally grants universities flexibility, in practice it often remains underutilized due to financial limitations and managerial inertia. The authors argue that staff development must be redefined as a strategic priority, supported by professional development centers, transparent evaluation systems, and stronger mechanisms for research participation. Institutional autonomy, they conclude, must be matched by vision and resources to realize its promise. Across these chapters, several cross-cutting themes emerge. First, globalization generates pressures to adopt frameworks and technologies quickly, but translation into sustainable practice is slow and uneven. Second, capacity-building (digital, managerial, and ethical) is the missing link that often separates formal compliance from real transformation. Third, reforms cannot succeed without attention to the human dimension: dignity, responsibility, and well-being are not optional but central to educational success. Finally, the Ukrainian case demonstrates that contexts of disruption and transition are not peripheral but central to understanding globalization in education, because they expose both the fragility and the adaptive capacities of systems under pressure. The implications are significant. For policymakers, the book provides guidance on designing reforms that are globally informed but locally grounded, avoiding uncritical importation of models while aligning with international standards. For universities, it offers strategies for staff development, institutional resilience, and the effective use of autonomy. For scholars, it contributes to comparative education by presenting Ukraine as a case of global relevance. For practitioners, it offers conceptual tools and practical strategies to navigate technological change, reform fatigue, and humanistic challenges in their daily work. The monograph's contribution is thus both scholarly and practical. It enriches international literature by integrating technological, policy, philosophical, and managerial analyses into a single framework, while also providing concrete recommendations for institutions and decision-makers. It demonstrates that education reform in a globalized era cannot be reduced to technical adjustment. It requires investment in people, alignment between global frameworks and local realities, and commitment to humanistic values. Ukraine's experience within broader debates takes the book to offer insights for any system grappling with the promises and risks of globalization. In sum, "Educational policy and reforms: the impact of globalization" affirms that globalization is not simply a pressure to be endured. It is an opportunity to reimagine education in ways that are innovative, resilient, and human-centered. Its originality lies in weaving together empirical evidence, conceptual clarity, and normative reflection into a coherent narrative about the future of education. Its significance lies in the conviction that while contexts differ, the search for reforms that preserve dignity, build capacity, and embrace innovation is a shared global task.
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2025 EDUCATIONAL POLICY AND REFORMS: THE IMPACT OF GLOBALIZATION Collective monograph Edited by Oksana Chaika
Copyright © The Author(s) of individual chapters, 2025 This is an open access paper under the Creative Commons Attribution 4.0 International License (CC BY 4.0) UDC 37.014 E21 Published in 2025 by TECHNOLOGY CENTER PC ® Shatylova dacha str., 4, Kharkiv, Ukraine, 61165 www.entc.com.ua E21 Authors: Edited by Oksana Chaika Oksana Chaika, Natalia Sharmanova, Natalia Berezovska-Savchuk, Svitlana Tolochko, Liubov Kanishevska, Oksana Vasiuk, Svitlana Vyhovska, Viktoriya Prylypko, Anzhelika Lesyk, Tetiana Korobkina, Natalia Dashenkova, Olena Bakalenko, Viktoriia Omelchenko, Olha Myttseva, Hanna Horіachkovska, Nataliia Sas, Lada Samarska, Anna Fastivets, Svitlana Lysenko, Lidiia Cherednyk, Tetiana Bielska, Yurii Skyba, Olena Otych, Iryna Drach, Volodymyr Kovtunets, Oleksandr Zhabenko, Valerii Yushchuk Educational policy and reforms: the impact of globalization: collective monograph. – Kharkiv: TECHNOLOGY CENTER PC, 2025. – 164 p. The collective monograph "Educational policy and reforms: the impact of globalization" offers a comprehensive account of how global dynamics reshape education in ways that are at once structural, technological, and deeply human. Its five chapters, written from complementary disciplinary perspectives, address the urgent need to understand globalization from both angles, as an external imposition and as the condition within which policy, institutions, and individuals now operate. Ukraine is placed at the center of the analysis, not as an exception but as an illustrative case of how a national education system navigates overlapping pressures of European integration, digital transformation, post-socialist reform, and geopolitical disruption. This book shows that globalization creates pressures to adapt quickly but also opportunities to innovate and reaffirm the humanistic mission of education. The volume offers both diagnostic clarity and constructive strategies, making it valuable for policymakers, institutional leaders, scholars, and practitioners worldwide. Figures 4, Tables 7, References 220 items. This book contains information obtained from authentic and highly regarded sources. Reasonable efforts have been made to publish reliable data and information, but the author and publisher cannot assume responsibility for the validity of all materials or the consequences of their use. The authors and publishers have attempted to trace the copyright holders of all material reproduced in this publication and apologize to copyright holders if permission to publish in this form has not been obtained. If any copyright material has not been acknowledged please write and let us know so we may rectify in any future reprint. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Trademark Notice: product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. DOI: 10.15587/978-617-8360-20-7 ISBN 978-617-8360-20-7 (on-line) Cite as: Chaika, O. (Ed.) (2025). Educational policy and reforms: the impact of globalization: collective monograph. Kharkiv: ТЕСHNOLOGY СЕNTЕR PC, 164. doi: http://doi.org/10.15587/978-617-8360-20-7 This publication has been peer reviewed. This publication is available on the website www.monograph.com.ua 9786178 360061 9 7 8 6 1 7 8 3 6 0 2 0 7
iii authors Chapter 1 Oksana Chaika Doctor of Pedagogical Sciences, Ph.D. (in Linguistics), Associate Professor Department of Foreign Philology and Translation National University of Life and Environmental Sciences of Ukraine ORCID: https://orcid.org/0000-0002-4317-9456 Natalia Sharmanova PhD (in Linguistics), Associate Professor Department of Ukrainian Language Kryvyi Rih State Pedagogical University ORCID: https://orcid.org/0000-0003-4820-3619 Natalia Berezovska-Savchuk PhD (in Linguistics), Associate Professor Department of Ukrainian Language Kryvyi Rih State Pedagogical University ORCID: https://orcid.org/0000-0003-1156-7128 Chapter 2 Svitlana Tolochko Doctor of Pedagogical Sciences, Professor Institute of Problems on Education National Academy of Educational Sciences of Ukraine ORCID: https://orcid.org/0000-0002-9262-2311 Liubov Kanishevska Doctor of Pedagogical Sciences, Professor Institute of Problems on Education National Academy of Educational Sciences of Ukraine ORCID: https://orcid.org/0000-0002-4190-1601 Oksana Vasiuk Doctor of Pedagogical Sciences, Professor Department of Pedagogy National University of Life and Environmental Sciences of Ukraine ORCID: https://orcid.org/0000-0003-0926-7599 Svitlana Vyhovska PhD, Associate Professor Department of Pedagogy National University of Life and Environmental Sciences of Ukraine ORCID: https://orcid.org/0000-0002-8270-7207 Viktoriya Prylypko PhD, Associate Professor, Head of Department Department of General Pedagogy and Law Prydniprovsky Institute "Interregional Academy of Personnel Management" ORCID: https://orcid.org/0000-0002-6271-2148 Anzhelika Lesyk PhD, Associate Professor, Dean Berdіansk State Pedagogical University ORCID: https://orcid.org/0000-0003-1886-4088 Chapter 3 TEtiana Korobkina Doctor of Philosophical Sciences, Associate Professor Department of Philosophy Kharkiv National University of Radio Electronics ORCID: https://orcid.org/0000-0001-6002-7983 Natalia Dashenkova PhD, Associate Professor, Head of the Department Department of Philosophy Kharkiv National University of Radio Electronics ORCID: https://orcid.org/0000-0002-8865-0838 Olha Myttseva PhD Department of Philosophy Kharkiv National University of Radio Electronics ORCID: https://orcid.org/0000-0002-3398-2982 Hanna Horіachkovska PhD Department of Philosophy Kharkiv National University of Radio Electronics ORCID: https://orcid.org/0000-0001-6331-1322
iv Educational policy and reforms: the impact of globalization Olena Bakalenko PhD Department of Philosophy Kharkiv National University of Radio Electronics ORCID: https://orcid.org/0000-0001-6830-2513 Viktoriia Omelchenko PhD Department of Philosophy Kharkiv National University of Radio Electronics ORCID: https://orcid.org/0000-0002-1095-5244 Chapter 4 Nataliia Sas Doctor of Pedagogical Sciences, Associate Professor University of the State of Paraná ORCID: https://orcid.org/0000-0003-0308-6092 Lada Samarska Operations Manager LIFT99 Kyiv Hub ORCID: https://orcid.org/0000-0002-1635-6648 Anna Fastivets Doctor of Pedagogical Sciences, Professor Department of Physical Therapy Academician Yuriy Bugay International Scientific and Technical University ORCID: https://orcid.org/0000-0001-6333-5519 Svitlana Lysenko PhD, Senior Researcher Pontifical Catholic University of Paraná ORCID: https://orcid.org/0000-0001-9651-6500 Lidiia Cherednyk PhD, Associate Professor Department of Pedagogy National University of Life and Environmental Scienсes of Ukraine ORCID: https://orcid.org/0000-0002-1006-1363 Tetiana Bielska Doctor of Science in Public Administration, Professor Department of Management and Public Administration O. M. Beketov National University of Urban Economy in Kharkiv ORCID: https://orcid.org/0000-0002-2792-4700 Chapter 5 Yurii Skyba Doctor of Pedagogical Sciences, Associate Professor, Chief Researcher Department for Interaction of Higher Education and Labor Market Deputy Director for Research Institute of Higher Education of the National Academy of Educational Sciences of Ukraine ORCID: https://orcid.org/0000-0003-2238-8272 Olena Otych Doctor of Pedagogical Sciences, Professor, Chief Researcher Department for Interaction of Higher Education and Labor Market Institute of Higher Education of the National Academy of Educational Sciences of Ukraine ORCID: https://orcid.org/0000-0003-2686-2832 Iryna Drach Doctor of Pedagogical Sciences, Professor, Chief Researcher Department of the Research Activities of Universities Director Institute of Higher Education of the National Academy of Educational Sciences of Ukraine ORCID: https://orcid.org/0000-0001-7501-4122 Volodymyr Kovtunets PhD, Associate Professor, Leading Researcher Department for Interaction of Higher Education and Labor Market Institute of Higher Education of the National Academy of Educational Sciences of Ukraine ORCID: https://orcid.org/0000-0001-9077-4867 Oleksandr Zhabenko PhD, Scientific Secretary, Senior Researcher Department for Interaction of Higher Education and Labor Market Institute of Higher Education of the National Academy of Educational Sciences of Ukraine ORCID: https://orcid.org/0000-0001-5257-1743 Valerii Yushchuk PhD, Associate Professor Department of Pediatrics, Obstetrics and Gynecology Educational and Scientific Center "Institute of Biology and Medicine" Taras Shevchenko National University of Kyiv ORCID: https://orcid.org/0009-0003-9094-2607
v abstract The collective monograph "Educational policy and reforms: the impact of globalization" brings together five perspectives on the transformations shaping education in the 21st century and addresses one of the most pressing questions of our time: how education systems respond to the multiple, often contradictory pressures generated by globalization. The book is guided by the conviction that globalization is not an abstract force operating outside education; it is a condition within which all educational actors now make decisions, negotiate reforms, and redefine priorities. This condition is economic and political, but also technological, cultural, and profoundly human. The combination of conceptual reflection, empirical investigation, and practical recommendations enriches the volume with a multi-layered analysis of how global dynamics are translated into national strategies, institutional governance, and the lived experiences of teachers, students, and academic staff. The novelty of the monograph lies in its integrative perspective. Whereas much existing research on globalization in education isolates technological innovation, policy frameworks, or institutional reform as separate areas of inquiry, this book deliberately brings them together. Five chapters examine artificial intelligence and digital pedagogy, reform trajectories in post-socialist systems, philosophical reflections on human dignity, personnel management through the lens of the economics of happiness, and the development of academic staff under institutional autonomy. The contributions are not parallel accounts. They stand out as interconnected analyses that collectively argue that educational reform in a globalized era can succeed only when it combines innovation with humanism, structural change with capacity-building, and autonomy with responsibility. Ukraine is positioned as the central case study, not simply for contextual reasons but because it exemplifies the convergence of global and local challenges. Ukrainian higher education is undergoing post-socialist transformation, alignment with European Higher Education Area frameworks, and digital acceleration, all under the extraordinary pressures of war and resource scarcity. These overlapping dynamics make Ukraine a telling example of how education systems adapt, resist, and innovate under globalization. The lessons drawn here extend beyond national borders: the structural gaps, adaptive strategies, and normative commitments discussed in this book resonate with educational systems in transition worldwide. The first chapter examines artificial intelligence, Education 4.0, and digital transformation as drivers of pedagogical change. It documents the opportunities of adaptive technologies for personalization, simulation-based training, and flexible learning pathways, while highlighting gaps in digital competence and systemic readiness. The authors argue that Ukraine risks marginalization in the global knowledge economy unless AI literacy is embedded in teacher education and supported by national strategies for ethical governance. Importantly, the chapter situates these challenges within wider international debates, noting that concerns over transparency, bias, and equity are shared globally. The implication is clear: AI is not a panacea, but when critically integrated, it can extend the possibilities of effective pedagogy rather than replace them.
Educational policy and reforms: the impact of globalization vi The second chapter analyzes reform trajectories in post-socialist and transitional contexts. It reveals a recurrent pattern: structural alignment with European frameworks such as the Bologna Process is often achieved quickly, but substantive changes in transparency, student-centered learning, and institutional accountability lag behind. The gap between adoption and implementation is explained by bureaucratic inertia, governance fragility, and limited resources. The authors advocate for reform strategies that are incremental yet cumulative, context-sensitive rather than imitative, and evaluated by changes in practice rather than formal compliance. This chapter contributes to comparative education by showing that convergence is not linear but contingent, and that meaningful reform depends on balancing global standards with local capacities. The third chapter brings philosophical and anthropological insights to bear on the question of who the subject of education is in a globalized, post-truth world. It critiques the instrumental reduction of education to economic outcomes and performance metrics, warning that this neglects the humanistic mission of cultivating dignity, responsibility, and freedom. Without such grounding, reforms risk producing technically skilled but existentially disoriented graduates. The chapter highlights the need for pedagogical practices that cultivate judgment, ethical agency, and meaning-making. In doing so, it adds a crucial normative dimension to the volume: that education must remain committed to forming persons, not merely producing human capital. The fourth chapter examines institutional life through the lens of the economics of happiness. Drawing on empirical data from Ukrainian universities as well as comparative indices, it highlights a paradox where academic staff remain deeply committed to their roles, yet systemic stressors such as work overload, financial precarity, and psychological strain undermine well-being and, ultimately, institutional resilience. The authors identify the absence of systematic attention to happiness as a critical gap in governance and propose concrete measures including participatory management, recognition systems, and flexible organizational cultures. Their conclusion is striking, highlighting that universities which treat staff well-being as a strategic resource are better positioned to innovate, compete globally, and sustain excellence. The fifth chapter anchors the book in large-scale empirical research. Based on a survey of 243 academic staff across 11 universities, it investigates the development of scientific and pedagogical potential under institutional autonomy. Respondents emphasized the need to reduce workloads, elevate the prestige of scholarly work, strengthen research infrastructure, and expand international collaborations. The chapter uncovers a paradox under which although autonomy formally grants universities flexibility, in practice it often remains underutilized due to financial limitations and managerial inertia. The authors argue that staff development must be redefined as a strategic priority, supported by professional development centers, transparent evaluation systems, and stronger mechanisms for research participation. Institutional autonomy, they conclude, must be matched by vision and resources to realize its promise. Across these chapters, several cross-cutting themes emerge. First, globalization generates pressures to adopt frameworks and technologies quickly, but translation into sustainable practice is slow and uneven. Second, capacity-building (digital, managerial, and ethical) is the missing link
abstract vii that often separates formal compliance from real transformation. Third, reforms cannot succeed without attention to the human dimension: dignity, responsibility, and well-being are not optional but central to educational success. Finally, the Ukrainian case demonstrates that contexts of disruption and transition are not peripheral but central to understanding globalization in education, because they expose both the fragility and the adaptive capacities of systems under pressure. The implications are significant. For policymakers, the book provides guidance on designing reforms that are globally informed but locally grounded, avoiding uncritical importation of models while aligning with international standards. For universities, it offers strategies for staff development, institutional resilience, and the effective use of autonomy. For scholars, it contributes to comparative education by presenting Ukraine as a case of global relevance. For practitioners, it offers conceptual tools and practical strategies to navigate technological change, reform fatigue, and humanistic challenges in their daily work. The monograph's contribution is thus both scholarly and practical. It enriches international literature by integrating technological, policy, philosophical, and managerial analyses into a single framework, while also providing concrete recommendations for institutions and decision-makers. It demonstrates that education reform in a globalized era cannot be reduced to technical adjustment. It requires investment in people, alignment between global frameworks and local realities, and commitment to humanistic values. Ukraine's experience within broader debates takes the book to offer insights for any system grappling with the promises and risks of globalization. In sum, "Educational policy and reforms: the impact of globalization" affirms that globalization is not simply a pressure to be endured. It is an opportunity to reimagine education in ways that are innovative, resilient, and human-centered. Its originality lies in weaving together empirical evidence, conceptual clarity, and normative reflection into a coherent narrative about the future of education. Its significance lies in the conviction that while contexts differ, the search for reforms that preserve dignity, build capacity, and embrace innovation is a shared global task. Keywords Artificial intelligence (AI), Education 4.0, digital transformation, English Language Teaching (ELT), Ukrainian Language Teaching (ULT), course design, personalization, adaptive learning, feedback and assessment, equity and ethical governance, ChatGPT, Copilot, digital pedagogy, open education, digital technologies, educational process, educational institution, learners, education, pedagogy, globalization, post-truth, dignity, technocratic discourse, recognition, alienation, economics of happiness, human resource management, staff development, higher education institution, emotional well-being, professional burnout, organizational resilience, scientific and pedagogical potential, Ukrainian universities, institutional autonomy, academic staff development, knowledge economy, recognition and engagement, career growth, organizational resilience, international competitiveness, sustainable development.
viii Circle of readers and scope of application The monograph "Educational policy and reforms: the impact of globalization" is written for a broad but clearly defined audience that spans scholars, policymakers, institutional leaders, educators, and graduate students. Its thematic diversity and methodological richness make it valuable both as a scholarly contribution and as a practical resource for those directly engaged in designing, implementing, and evaluating educational reforms. For researchers in comparative and international education, the book provides a timely contribution to debates about the effects of globalization on higher education. The Ukrainian case is particularly instructive because it illustrates how a national system undergoing post-socialist transformation, European integration, and geopolitical disruption negotiates global reform templates. Scholars in related fields such as sociology, political science, and the philosophy of education will also find the volume relevant for its interdisciplinary approach, which connects structural analysis with questions of identity, meaning, and human dignity. For policymakers and government agencies, the book offers evidence-based insights and practical recommendations. It examines the challenges of implementing European Higher Education Area reforms, highlights the opportunities and risks of digitalization and artificial intelligence, and stresses the need for context-sensitive policies that balance global convergence with local realities. Ministries of education, quality assurance bodies, and international organizations such as UNESCO, the OECD, and the European Commission will find the monograph a valuable guide for aligning reforms with both global frameworks and national priorities. For institutional leaders and university administrators, the chapters provide strategies for strengthening staff well-being, developing scientific and pedagogical potential, and making effective use of institutional autonomy. The analyses of happiness economics, staff development needs, and participatory management practices underscore the link between organizational culture and institutional competitiveness. The recommendations are directly applicable to governance, human resource policy, and long-term planning. For educators and practitioners, the book offers conceptual tools and practical strategies that can inform teaching and professional practice. The discussions of AI integration, pedagogical innovation, and the philosophy of dignity provide resources for teachers seeking to balance technological innovation with human-centered pedagogy. Finally, for graduate and doctoral students, the monograph serves as both a reference and a model of interdisciplinary research. It combines empirical evidence with theoretical reflection and practical guidance, making it a useful resource for coursework, thesis development, and independent research on education and globalization. The book while addressing these different audiences simultaneously establishes itself as more than an academic study. It may be seen as a guide for navigating the pressures and opportunities of globalization in education, ensuring that reforms remain efficient, competitive, sustainable and human-centered.
Introduction 3 which to view higher education institutions. It argues that staff well-being is not a private matter but a strategic resource that determines institutional effectiveness. Drawing on empirical evidence from Ukrainian universities and international indices, it documents how commitment and professionalism persist among faculty even as systemic stressors such as work overload, financial precarity, and psychological strain erode satisfaction and resilience. The chapter proposes measures such as participatory management, recognition systems, and supportive organizational cultures as ways to align institutional success with staff well-being. This analysis resonates globally, as universities everywhere confront the challenge of sustaining excellence without exhausting their people. The fifth chapter "Priorities for developing the scientific and pedagogical potential of academic staff in Ukrainian universities under institutional autonomy" grounds the volume in empirical data, reporting on a survey of 243 academic staff from 11 universities. It examines the development of scientific and pedagogical potential under conditions of institutional autonomy. The findings reveal urgent needs: reducing workloads, enhancing the prestige of academic work, expanding research infrastructure, and fostering international collaboration. While autonomy formally grants institutions greater flexibility, it has not always translated into strategic use of that freedom. The chapter argues that autonomy must be matched by vision, resources, and a commitment to staff development if it is to serve the knowledge economy. Recommendations include creating professional development centers, establishing transparent evaluation systems, and incentivizing participation in national and international projects. Although the chapters address different levels and themes, they converge on several cross-cutting insights. Global frameworks and technologies are often adopted quickly, but their translation into practice is slow and uneven. Capacity-building (digital, managerial, and ethical) is the missing link that explains the implementation gap. Reforms that neglect the human dimension risk undermining the very purposes of education. Institutional autonomy, without vision and resources, becomes nominal rather than substantive. Across the volume, the argument emerges that effective reform is not about adopting models but about building systems that can adapt, sustain, and innovate. The implications of this analysis are far-reaching. For policymakers, the book underscores the importance of aligning reforms with both global frameworks and local capacities, avoiding uncritical importation of models. For institutions, it highlights the strategic value of investing in staff well-being, professional development, and research infrastructure. For scholars, it enriches the literature on comparative and international education by presenting Ukraine as a case of global significance. For educators and practitioners, it offers conceptual tools and practical strategies to navigate technological change, reform fatigue, and humanistic challenges in daily practice. What distinguishes this monograph is not only its thematic breadth but its integrative approach. Technological innovation, institutional governance, and philosophical reflection weave together with organizational culture, and empirical research, which creates a holistic picture of education under globalization. This integration is both its originality and its contribution. It demonstrates that education cannot be understood or reformed through a single lens; it requires dialogue between disciplines, perspectives, and levels of analysis.
Educational policy and reforms: the impact of globalization 4 In conclusion, "Educational policy and reforms: the impact of globalization" affirms that globalization is not a destiny to be endured but a context to be navigated with creativity, resilience, and commitment to human values. Education systems that succeed in this navigation will be those that combine innovation with humanism, global awareness with local grounding, and autonomy with responsibility. Ukraine's experience within broader international debates in the monograph contributes to a shared search for reforms that are competitive yet dignified, modern yet meaningful. The book is addressed to scholars, policymakers, institutional leaders, and practitioners alike, inviting them to see in Ukraine's challenges and innovations reflections of their own.
5 CHAPTER 1 CHAPTER 1 Designing English and Ukrainian language courses with AI tools: comparative approach DOI: 10.15587/978-617-8360-20-7.CH1 Oksana Chaika, Natalia Sharmanova, Natalia Berezovska-Savchuk © The Author(s) of chapter, 2025. This is an Open Access chapter distributed under the terms of the CC BY license Abstract This chapter examines how artificial intelligence (AI) tools, primarily ChatGPT and Copilot, can inform the design of English Language Teaching (ELT) and Ukrainian Language Teaching (ULT) courses for philology students. Grounded in a structured comparative analysis, the study synthesizes literature, analyzes AI-assisted course drafts, and considers practical use cases to evaluate impacts on course architecture, teaching processes, and learner outcomes. Framed within Education 4.0 and ongoing digital transformation, findings show that AI supports personalization, timely formative feedback, multimodal task design, and data-informed instructional decisions, while improving timeand cost-efficiency for educators and administrators. At the same time, persistent challenges include accuracy and reliability, sensitivity to linguistic and cultural nuance, uneven digital competence, technical constraints, and ethical risks related to bias, privacy, and transparency. The chapter argues that AI augments rather than replaces the teacher and that effective adoption requires capacity-building, governance for ethical and equitable use, and attention to institutional readiness. Pragmatic recommendations are offered for integrating AI into ELT/ULT course design to enhance engagement and proficiency while safeguarding human-centered aims. KEYWORDS Artificial intelligence (AI), Education 4.0, digital transformation, English Language Teaching (ELT), Ukrainian Language Teaching (ULT), course design, personalization, adaptive learning, feedback and assessment, equity and ethical governance, ChatGPT, Copilot. English Language Teaching (ELT) and Ukrainian Language Teaching (ULT) encompass a multifaceted approach to language instruction, tailored to meet the diverse needs of learners worldwide and locally [1–3]. As a field within applied linguistics, ELT and ULT draw upon various methodologies, theories, and pedagogical frameworks to facilitate the acquisition and development of English and Ukrainian language skills [4, 5] to meet the dynamic needs of learners in various linguistic and
6 Educational policy and reforms: the impact of globalization CHAPTER 1 cultural contexts [6] via the Communicative Language Teaching (CLT) methodology, which emphasizes authentic communication, meaningful interaction in real-life communicative tasks, and task-based learning activities in language classrooms [1, 7]; Task-Based Language Teaching (TBLT), which focuses on the use of authentic, purposeful tasks to promote language learning and proficiency while completing tasks that simulate real-world language use situations [8, 9]; the Direct Method, which emphasizes the use of target language in instruction and focuses on oral communication skills [1]; the Audio-Lingual Method, which emphasizes repetition, mimicry, and pattern practice to develop language skills [4]; and the Lexical Approach, which focuses on the teaching of vocabulary and collocations as the building blocks of language [10]. Moreover, in [11], on top to TBLT, such pedagogical frameworks as Content and Language Integrated Learning (CLIL), and the Sheltered Instruction Observation Protocol (SIOP) model also inform ELT and ULT practice by providing structured approaches to integrating language instruction with content learning. Further, from traditional classroom-based instruction to innovative technology-enhanced learning environments, ELT and ULT encompass a spectrum of teaching practices aimed at fostering proficiency in listening, speaking, reading, and writing in English [12, 13]. 1.1 Evolving Paradigms in Language Teaching Historically, ELT has evolved in response to changes in global communication, migration patterns, and educational paradigms [6, 14]; so did ULT [13]. The emergence of communicative language teaching (CLT) in the late 20th century marked a significant shift towards interactive and learner-centered approaches to language instruction [7, 15] and emphasized the importance of authentic communication, TBL, and meaningful interaction in language classrooms [1]. In contemporary ELT and ULT practices, educators employ a variety of instructional strategies and techniques to engage learners and promote language acquisition: communicative activities, language games, role-plays, authentic materials, and technology-mediated tasks [5, 16], primarily focusing on learner autonomy, cultural awareness, and critical language awareness, that altogether has become increasingly prominent in ELT and ULT curriculum design [17, 18]. This leads to conclude that ELT and ULT continue to evolve in response to advances in linguistic research, educational technology, and the changing needs of learners in diverse linguistic and cultural contexts [16, 19]. However, as educators strive to enhance language teaching effectiveness and promote language learning outcomes, ongoing innovation and adaptation remain essential elements of ELT and ULT practice; the integration of Artificial Intelligence (AI) in education will only strengthen language teaching by offering personalized learning experiences and adaptive feedback, empowering educators to transcend traditional instructional limitations and optimize learning outcomes. Thus, we consider AI in education to represent a paradigm shift in teaching and learning practices, offering unprecedented opportunities for innovation and transformation. AI technologies, including natural language processing (NLP), machine learning, and data analytics, are revolutionizing educational
7 chapter 1. Designing English and Ukrainian language courses with AI tools: comparative approach CHAPTER 1 processes by enabling personalized learning experiences, adaptive instruction, and data-driven decision-making [20, 21]. In the context of ELT and ULT to university philology students, AI holds immense potential to enhance language learning outcomes by providing learners with tailored support, feedback, and engagement opportunities [22, 23]. By leveraging AI-powered tools and platforms, educators can optimize ELT and ULT course design, address individual learner needs, and foster a more inclusive and effective learning environment, create dynamic, adaptive, and personalized learning experiences that cater to the diverse needs and learning styles of individual learners [24]. Through AI-driven applications such as automated writing evaluation systems, language learning chatbots, and adaptive learning platforms, educators can provide timely feedback, scaffold learning experiences, and track learner progress more effectively [25, 26]. Furthermore, AI enables educators to harness the vast amounts of data generated in digital learning environments to inform instructional decisions, identify learning trends, and improve course efficacy [27, 28]. It is assumed that integration of AI in ELT and ULT course design not only enhances language learning outcomes but also empowers educators to create more engaging, efficient, and student-centered learning experiences. Following the above, the primary purpose of this study was to examine the critical role of AI in the field of ELT and ULT, with a specific focus on its significance in designing and implementing effective language courses. Via the synthesis of existing research, theoretical frameworks, and practical examples, the work will elucidate the potential benefits, challenges, and implications of integrating AI tools into the course design process. Through an in-depth analysis of AI-powered applications and methodologies, i.e., ChatGPT and Copilot, we aimed to provide insights into how educators can harness the power of AI to optimize ELT and ULT practices, enhance pedagogy, and improve learning outcomes for language learners. Positioning this analysis within the broader paradigm of Education 4.0 and ongoing digital transformation, the chapter views AI-assisted course design as a driver of pedagogical change rather than a stand-alone technical upgrade. The comparative focus on English and Ukrainian contexts highlights how adaptive technologies support personalization, data-informed decisions, and flexible learning pathways, while exposing constraints of uneven digital competence and institutional readiness. Framing the study this way aligns the practical course-design cases with international debates on transparency, bias, and equity in AI-enhanced education. 1.2 Materials and Methods We employed a structured comparative analysis to evaluate the integration of AI tools, specifically focusing on ChatGPT and Copilot, in ELT/ULT course design for philology students. To achieve the set objectives, we utilized a range of materials to explore the integration of AI tools in English and Ukrainian language teaching. These included theoretical frameworks on educational technology, detailed drafts of AI-assisted ELT and ULT course designs, comparative studies illustrating the
8 Educational policy and reforms: the impact of globalization CHAPTER 1 practical application and outcomes of ChatGPT, Copilot and other digital tools in language education. Thus, analyzing the conceptual frameworks of research, we categorized the 52 shortlisted works into several distinct groups based on their focus on artificial intelligence (AI) in education, language teaching methodologies, and the integration of technology in language learning. The following key groups were determined: 1) AI in language learning and education (27%), where works focus on the application, impact, and potential of AI in these areas; they explore how AI tools, teachable agents, and intelligent systems can enhance educational outcomes, personalize learning experiences, and support both teachers and students in the learning process; 2) language teaching methodologies and pedagogical strategies (27%), with research findings that cover task-based learning, communicative language teaching, and the lexical approach; these provide theoretical foundations and practical strategies for effective language instruction, focusing on both traditional and innovative pedagogical approaches; 3) integration of technology in language learning (17%), which explores the role of various technologies in enhancing language learning and discusses the use of AI, virtual and augmented reality, social learning analytics, and computer-supported collaborative learning; the focus of distinguished researchers is on how these technologies can be integrated into the language learning process to improve engagement, motivation, and educational outcomes; 4) specific language contexts and innovations in teaching (10%), which helped us provide insights into specific language teaching contexts, such as teaching modern Ukrainian, teaching Ukrainian in professional settings, teaching Ukrainian as a foreign language, innovations in language teaching in Ukraine, and the use of immersive technologies; the works mainly highlight localized approaches and case studies that demonstrate the application of innovative teaching practices in different educational settings; 5) other research complementing the findings in more advanced areas, e.g., ELT, multicultural education, innovations in education etc. The research results covered a wide range of topics related to AI in education and the importance of robust pedagogical frameworks, causing the need for innovative strategies tailored to specific educational contexts. Detailed drafts of ELT and ULT courses designed with the assistance of ChatGPT and Copilot served as foundational materials for analysis, and examination of their application illustrated perspective outcomes. To evaluate the integration of AI tools in ELT and ULT course design, we conducted a structured comparative analysis, incorporating a comprehensive literature review and detailed examination of AI-assisted course drafts. We analyzed the data obtained and presented the features, capabilities, and outcomes of ChatGPT and Copilot as opposed to other AI tools in the context of ELT and ULT course design. This involved evaluating the tools' effectiveness in personalizing learning, providing feedback, and supporting instructional decisions. A supplement was the key perspective for educators and administrators – the proposed approach would turn costand time efficient. Detailed studies of the ChatGPT and Copilot course drafts helped understand the practical
9 chapter 1. Designing English and Ukrainian language courses with AI tools: comparative approach CHAPTER 1 implementation of AI tools in language teaching of English and Ukrainian to university philology students. These studies provided insights into the benefits and challenges that may be experienced by both educators and students. Ultimately, the information from theoretical frameworks, course design drafts, and comparative studies was synthesized to identify patterns, draw conclusions, and provide recommendations for effective AI integration in language teaching of English and Ukrainian to philology students. 1.3 The Role of AI in Education The role of AI in education is multifaceted and continues to evolve rapidly with advancements in technology. Based on the studies and findings by X. Hu et al. [29], M. Maas et al. [30], A. Ravenscroft et al. [31], W. Holmes et al. [32], etc., the following key aspects of AI's role in education include personalized learning, data analytics, intelligent tutoring systems, automation of administrative tasks, virtual learning environments, language learning and translation, which are not the exhaustive list (Fig. 1.1). data analytics intelligent tutoring systems virtual learning environments language learning and translation automation of administrative tasks personalized learning Fig. 1.1 Key aspects of AI's role in education Source: research findings It is found that with personalized learning AI algorithms can analyze vast amounts of data to tailor learning experiences to individual students' needs, preferences, and learning styles. AI systems easily provide personalized recommendations, adaptive content, and targeted feedback; they can also optimize learning outcomes and engagement [33, 34]. Similarly, AI-powered tutoring systems can enhance students' performance when they simulate one-on-one tutoring experiences by providing personalized instruction, feedback, and support to students. These systems can be also used by ELT and ULTs to adapt to students' progress, diagnose learning gaps, and scaffold learning experiences to facilitate mastery of concepts [23, 29, 35].
10 Educational policy and reforms: the impact of globalization CHAPTER 1 Data analytics enables the collection, processing, and analysis of educational data on a large scale. This data-driven approach allows ELT and ULT educators to gain insights into student performance, identify learning trends when teaching English and Ukrainian as L1 or L2, and make data-informed decisions to improve teaching and learning practices [23, 36, 37]. Further, AI technologies can save a great deal of teachers' time as they may automate routine administrative tasks, such as grading assignments, managing student records, and scheduling classes. Educators in ELT and ULT can allocate more time and resources to teaching and supporting students [31, 32, 38] instead of spending their time on assessments and taking notes manually. As VR (virtual reality) is advancing at an immense speed, AI-driven virtual learning environments can be used in ELT and ULT classrooms to create immersive and interactive learning experiences, e.g., virtual classrooms, simulations, and gamified learning activities. It is agreed with M. Maas and J. Hughes [30], and E. Abrenilla et al. [39] that "these environments enable students to engage with course materials in dynamic and engaging ways", enhancing motivation and retention [40]. Finally, AI-powered language learning platforms and translation tools can assist students in learning English and Ukrainian as L2, improving pronunciation, and translating texts in real-time. These tools leverage natural language processing and machine learning algorithms [40] to facilitate language acquisition and communication [38]. At large, AI has the potential to revolutionize education by enhancing personalized learning experiences, improving teaching efficiency, and expanding access to quality education. However, it is essential to address ethical considerations, privacy concerns, and ensure equitable access to AI technologies to maximize their benefits for all learners. Drawing upon cognitive science, learning theories, and educational psychology, theoretical frameworks arise essential guides for understanding the role of AI in education and its integration into ELT practices provide a conceptual basis for the development and implementation of AI-powered educational technologies. Within the broader context of education, various theoretical perspectives shape the discourse surrounding AI integration. Constructs from cognitive science, such as schema theory and information processing models, offer insights into how learners acquire, process, and retain knowledge, thus informing the design of AI algorithms and adaptive learning systems [41]. Moreover, dating back, learning theories such as constructivism, socio-cultural theory, and connectivism provide theoretical underpinnings for understanding how learners construct knowledge, engage with learning materials, and interact within learning environments [42, 43] and emphasize the importance of active engagement, social interaction, and authentic learning experiences. With the advance of modern digitalization, AI technologies can facilitate personalized learning pathways through collaborative platforms, and interactive learning environments. Furthermore, in the specific context of ELT and ULT, pedagogical theories play a crucial role in guiding the integration of AI tools to enhance language instruction. Constructivist approaches, which emphasize the role of learners as active participants in their own learning process, align closely with the principles of AI-driven personalized learning. They provide learners with opportunities for exploration, discovery, and reflection, AI-powered language learning platforms can scaffold learning experiences and promote
11 chapter 1. Designing English and Ukrainian language courses with AI tools: comparative approach CHAPTER 1 deeper understanding of language concepts [38, 40]. Similarly, the socio-cultural theory, which emphasizes the socio-cultural context of learning and the importance of social interaction in knowledge construction, informs the design of AI-supported collaborative learning environments in ELT/ ULT [43]. Language learning chatbots, virtual language exchange platforms, and collaborative writing tools leverage AI technologies to facilitate peer interaction, language practice, and cultural exchange among learners from diverse linguistic backgrounds. Finally, as mentioned in introduction task-based learning (TBL) theory provides a practical framework for integrating AI tools into ELT and ULT pedagogy [38]; it emphasizes the use of authentic, real-world tasks to promote language learning and communication skills, aligning closely with the goal of AI-driven language learning applications to provide contextualized, task-oriented language practice. To summarize, the theoretical framework for the role of AI in education and pedagogical theories supporting AI integration in ELT and ULT provides a rich conceptual basis for understanding the potential impact of AI technologies on language teaching and learning, enabling educators to harness the power of AI to create innovative, adaptive, and effective learning environments that empower learners to achieve their language learning goals. 1.4 Frameworks for Designing ELT and ULT Courses with AI Tools The integration of AI tools into the design and delivery of ELT courses requires a structured framework that aligns pedagogical principles with technological capabilities. Several frameworks have emerged to guide educators in effectively incorporating AI tools into ELT course design, facilitating personalized learning experiences, and optimizing learning outcomes. The literature review advances a wide variety of frameworks which aim at adaptive learning, data-driven instructional design, pedagogical agent, and social learning. The adaptive learning frameworks leverage AI algorithms to dynamically adjust course content, pace, and difficulty level based on individual learner needs and performance [44] while data-driven instructional design frameworks utilize AI-driven analytics to inform course design decisions, identify learning trends, and assess learner progress [45]. The former, as opposed to data-driven frameworks, can tailor learning pathways, recommend resources, and provide personalized feedback to enhance language acquisition and mastery by analyzing learner interactions, preferences, and performance data [33, 34, 46] while with the latter educators can iteratively refine course materials, activities, and assessments to better meet learner needs and optimize learning outcomes, by analyzing learner data, such as engagement metrics, assessment results, and learning trajectories. Next, pedagogical agent frameworks integrate AI-powered pedagogical agents into course design to provide personalized support, guidance, and feedback to learners [37, 47]. These virtual agents, powered by natural language processing and machine learning technologies, can engage learners in interactive dialogues, scaffold learning activities, and provide timely assistance, enhancing learner engagement and motivation in language learning contexts [48, 49]. However, the value of social learning frameworks cannot be underestimated as these can contribute even more as they
12 Educational policy and reforms: the impact of globalization CHAPTER 1 leverage AI technologies to facilitate collaborative learning experiences [15], peer interaction, and knowledge sharing among learners [50]. Based on the above it is found highly reasonable to incorporate social learning features such as discussion forums, collaborative projects, and peer review activities into ELT courses. It is agreed with P. Parrish and B. Wilson [51], and O. Chaika et al. [6] that then educators can create a supportive learning community where learners can engage in meaningful language practice and cultural exchange. Moreover, in line with the Qualities and Levels of Experience Model presented by P. Parrish and B. Wilson, it is taken further that both educators and learners can grow their expertise, where the engagement levels may apply to educators irrespective of their years of employment and pedagogical experience – from those designing ELT and ULT courses while having no and hardly any experience and feeling forced to do that to those enjoying challenging endeavors and aesthetic experience (Fig. 1.2). Challenging Endeavors Aesthetic Experience Pleasant Routine Scattered/Incomplete Activity Forced, Mindless Routine Unconsciousness (No experience) Intent Presence Openness Trust Immediacy Malleability Compellingness Resonance Coherence Situational Qualities Qualities and Levels of Experience Individual Qualities Fig. 1.2 Qualities and levels of experience for educators' AI-powered ELT and ULT competence Source: [51] From the above perspective, frameworks for designing ELT and ULT courses with AI tools provide educators with structured approaches for integrating AI technologies into course design and delivery. That becomes easily manageable with leveraging adaptive learning, employing data-driven
19 chapter 1. Designing English and Ukrainian language courses with AI tools: comparative approach CHAPTER 1 6. Clauses and sentence types: – independent and dependent clauses; – subordinate clauses: relative clauses, adverbial clauses, and noun clauses; – sentence types: declarative, interrogative, imperative, and exclamatory sentences. 7. Grammar in context: – applying grammar rules in writing: essays, reports, and narratives; – analyzing grammar in authentic texts: newspapers, literature, and academic articles; – using grammar in oral communication: presentations, discussions, and debates. Assessment methods: 1. Quizzes and homework assignments to assess understanding of grammar concepts. 2. Grammar exercises and worksheets to practice applying grammar rules in context. 3. Written assignments, such as essays and short compositions, to evaluate students' ability to use grammar accurately in writing. 4. Oral presentations and discussions to assess students' ability to communicate effectively using grammatically correct English. 5. Midterm and final exams to evaluate overall comprehension and retention of course material. Textbook: "Understanding and Using English Grammar" by B. Azar and S. Hagen. Additional resources: – online grammar tutorials and interactive exercises; – supplementary reading materials on English grammar usage and style guides; – language learning software and apps for grammar practice. As demonstrated above, this draft outline by ChatGPT provides a comprehensive overview of the English Grammar course, outlining its objectives, content, assessment methods, and recommended resources. However, it should be noted that references are not to be followed as trustworthy; they are made up by the tool as an example to be further changed and substituted by humans. Nevertheless, the course is designed to equip bachelor students with a strong foundation in English grammar, essential for academic success and effective communication in English-speaking contexts, on the one hand, and broaden the course design horizons for educators refreshening different perspectives. Draft C (copy-pasted from ChatGPT, Version 3.5). Course title: Introduction to English grammar for bachelor students. Course description: this course is designed to provide first-year bachelor students with a comprehensive understanding of English grammar. Through a combination of theoretical explanations, practical exercises, and real-life examples, students will develop essential grammatical knowledge and skills necessary for effective communication in English. The course will cover fundamental concepts such as parts of speech, sentence structure, verb tense and aspect, and sentence types. Emphasis will also be placed on practical application, including writing, and editing exercises, to reinforce learning.
20 Educational policy and reforms: the impact of globalization CHAPTER 1 Course objectives: 1. To familiarize students with the basic components of English grammar. 2. To develop students' ability to analyze and understand sentence structure. 3. To enhance students' proficiency in using English grammar accurately and effectively in both spoken and written communication. 4. To cultivate students' critical thinking skills through the examination and application of grammatical principles. 5. To provide opportunities for students to practice and refine their grammar skills in authentic contexts. Course outline: Week 1–2. Introduction to grammar: – overview of the course objectives, expectations, and resources; – definition of grammar and its importance in communication; – parts of speech: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. Week 3–4. Sentence structure: – basic sentence elements: subject, predicate, object; – sentence types: declarative, interrogative, imperative, exclamatory; – sentence patterns and variations. Week 5–6. Verb tense and aspect: – overview of verb tense system: present, past, future; – progressive aspect and perfect aspect; – verb conjugation and irregular verbs; Week 7–8. Noun phrases and pronouns: – noun phrase structure: determiners, modifiers; – types of pronouns: personal, possessive, demonstrative, relative, interrogative, indefinite; – agreement between pronouns and antecedents. Week 9–10. Adjectives and adverbs: – functions and placement of adjectives; – degrees of comparison: positive, comparative, superlative; – types and functions of adverbs. Week 11–12. Sentence transformation and editing: – sentence transformation exercises: affirmative to negative, active to passive, direct to indirect speech; – proofreading and editing techniques; – peer review and feedback sessions. Week 13. Review and assessment: – review of key concepts and grammar rules covered in the course; – practice exercises and quizzes;
21 chapter 1. Designing English and Ukrainian language courses with AI tools: comparative approach CHAPTER 1 – final assessment: written exam and/or practical assignment. Course materials: – textbook: "Understanding English Grammar" by B. S. Azar; – online resources: grammar exercises, interactive tutorials, and supplementary readings; – grammar reference guides and handouts provided by the instructor. Assessment: – weekly quizzes and homework assignments (30%); – midterm exam covering grammar concepts and application (30%); – final project: writing assignment or grammatical analysis task (20%); – final exam: comprehensive assessment of course content (20%). Teaching methodology: – lectures: theoretical explanations and examples presented by the instructor; – interactive activities: group discussions, pair work, and role-play exercises; – hands-on practice: grammar drills, writing tasks, and editing exercises; – multimedia presentations: videos, audio recordings, and online tutorials. Grading policy: – A: 90–100%; – B: 80–89%; – C: 70–79%; – D: 60–69%; – F: below 60%. Course policies: – attendance: regular attendance and active participation in class activities are expected; – late submissions: assignments submitted after the due date will incur a penalty; – academic integrity: plagiarism or cheating will result in disciplinary action as per university policies; – accommodations: students with disabilities or special needs should contact the instructor to arrange appropriate accommodations. Note: this course outline serves as a general framework and can be modified or adapted according to the specific needs and preferences of the instructor and students. In summary to the above ELT courses, several advantages of Draft C course design for ELT should be noted over the courses in Drafts A and B, i.e., systematic organization and comprehensive coverage, interactive teaching methods and balanced assessment, and alignment with learning objectives and practical application. Firstly, unlike the course design created by Copilot in Draft A, which may lack detailed organization or comprehensive coverage of grammar topics, Draft C provides a clear and structured outline covering fundamental grammar concepts in depth, ensuring students receive a thorough understanding of English grammar. Secondly, the latter draft by ChatGPT in contrast to Draft B, which may lack interactive elements or varied assessment strategies, incorporates diverse teaching methodologies such as group discussions, pair work, and multimedia
22 Educational policy and reforms: the impact of globalization CHAPTER 1 presentations, along with a balanced assessment strategy including quizzes, exams, and projects, which altogether ensures active student engagement and holistic evaluation of learning outcomes. Finally, unlike both courses in Drafts A and B, which may not fully align with both theoretical and practical learning objectives, Draft C for ELT design strikes a balance between theoretical explanations and practical application, integrating real-life examples and writing/editing exercises to reinforce learning and promote effective communication skills in English. Most importantly, and what is going to be discussed in challenges of implementing AI tools for ELT course designs, Draft C includes the note in the end: "This course outline serves as a general framework and can be modified or adapted", which is critically important for ethical considerations and originality statement [18] of the work by educators. Draft D (copy-pasted from Copilot). Course title: Modern literary Ukrainian. Course description: this course introduces students to Modern Literary Ukrainian, encompassing its development, cultural context, and contemporary usage. It aims to develop students' proficiency in Ukrainian language and acquaint them with significant literary works and media that shape modern Ukrainian discourse. Course objectives: 1. To understand the evolution of the Ukrainian language and its literary forms. 2. To analyze and interpret Ukrainian literary texts and media critically. 3. To enhance language skills in reading, writing, speaking, and comprehension. 4. To explore the role of literature and media in reflecting and shaping societal values and identity. Course content: 1. Introduction to modern literary Ukrainian: – historical development of the Ukrainian language; – overview of the Ukrainian literary canon; – language structure and contemporary usage. 2. Literature and cultural identity: – study of key literary figures and their contributions; – exploration of themes such as identity, nationalism, and the individual versus society. 3. Ukrainian literature and film: – analysis of literary works adapted into films; – the interplay between visual and textual narratives. 4. Contemporary Ukrainian media: – examination of current Ukrainian media and journalism; – the impact of media on language and culture. 5. Language and politics: – the influence of political movements on language and literature; – case studies: Maidan Revolution and the Russia-Ukraine conflict.
23 chapter 1. Designing English and Ukrainian language courses with AI tools: comparative approach CHAPTER 1 Learning outcomes: – demonstrate an understanding of the structure and usage of modern literary Ukrainian; – critically analyze Ukrainian literary texts and media; – communicate effectively in both spoken and written Ukrainian; – reflect on the cultural and political dimensions of Ukrainian literature and media. Assessment methods: – written assignments analyzing literary texts and media; – oral presentations on selected topics; – participation in class discussions; – final exam encompassing comprehension, translation, and essay writing. Recommended readings: – selections from twentieth-century Ukrainian literature and film; – contemporary Ukrainian prose and poetry; – academic articles on Ukrainian language and cultural studies. Course duration: one academic year (two semesters). Prerequisites: none. This course is designed for beginners. Teaching methods: – lectures and seminars; – group discussions and debates; – film screenings and analysis; – language labs for practice. This draft is a starting point and can be tailored to meet the specific needs and goals of your academic program. It's also essential to include a variety of assessment methods to cater to different learning styles and to provide students with a comprehensive understanding of Modern Literary Ukrainian. Draft D as an AI-generated course design holds both strengths and weaknesses. First, it offers a comprehensive overview of modern Ukrainian literary language, integrating historical development, key literary figures, and contemporary media and politics. Second, the interdisciplinary approach provides students with a holistic understanding of the Ukrainian language's cultural significance. Third, the course also emphasizes practical application through language labs, film analysis, and group discussions, enhancing students' speaking, writing, and analytical skills. Finally, the focus on critical thinking and cultural identity helps students appreciate the broader socio-cultural impact of language. It may serve as a backbone to build on the necessary elements and design more specific features. At the same time, a list of weaknesses may refer to a broad range of topics, which might limit the depth of coverage for each area, potentially leaving philology students with a superficial understanding of the required information. Then, the resource-intensive nature of the course, requiring technology, materials, and skilled instructors, may not be feasible in all educational settings given the age and IT-competence of lecturers. Moreover, assessment methods, while diverse, might not cater to all learning styles, disadvantaging students uncomfortable with oral presentations
24 Educational policy and reforms: the impact of globalization CHAPTER 1 or group discussions. Additionally, despite being designed for first year philology students, the course might be challenging for those with no prior exposure to Ukrainian language or literature, necessitating additional support. Finally, the context-specific content may limit the course's appeal to a broader audience, especially those not specifically interested in Ukrainian studies. Draft E (copy-pasted from ChatGPT, Version 3.5). Course title: Modern literary Ukrainian for first-year bachelor students. Course description: this course introduces first-year bachelor students to modern literary Ukrainian, focusing on its evolution, cultural context, and contemporary usage. The course aims to develop students' proficiency in Ukrainian language skills and familiarize them with significant literary works and media shaping the modern Ukrainian discourse. Course objectives: 1. To understand the evolution of the Ukrainian language and its literary forms. 2. To critically analyze and interpret modern Ukrainian literary texts and media. 3. To enhance linguistic skills in reading, writing, speaking, and comprehension in Ukrainian. 4. To explore the role of literature and media in reflecting and shaping societal values and identity. Course outline: Week 1–2. Introduction to modern literary Ukrainian: – overview of the course objectives, expectations, and resources; – historical development of the Ukrainian language; – key characteristics of modern literary Ukrainian. Week 3–4. Literary canon and cultural identity: – introduction to significant figures in modern Ukrainian literature; – exploration of themes such as identity, nationalism, and societal values; – analysis of selected literary works. Week 5–6. Ukrainian literature in film: – examination of literary works adapted into films; – comparative analysis of narrative techniques in literature and film; – film screenings and discussions. Week 7–8. Contemporary Ukrainian media: – analysis of modern Ukrainian media and journalism; – the impact of media on language and culture; – case studies of notable media texts. Week 9–10. Language and politics: – exploration of the political influences on language and literature; – case studies on the Revolution of Dignity and the Russia-Ukraine conflict; – analysis of political discourse in literary texts. Week 11–12. Practical language skills: – language labs focusing on reading, writing, and speaking skills;
25 chapter 1. Designing English and Ukrainian language courses with AI tools: comparative approach CHAPTER 1 – practical exercises and real-life applications; – peer review and feedback sessions. Week 13. Review and assessment preparation: – review of key concepts and course materials; – practice exercises and quizzes; – preparation for final assessments. Week 14. Final assessments: – written examination covering course content; – oral presentations on selected topics; – submission of a final essay or project. Course materials: – textbook: selected works of modern Ukrainian literature; – supplementary readings: articles and excerpts from Ukrainian media; – film excerpts and documentaries; – online resources: language exercises, interactive tutorials, and multimedia content. Assessment methods: – weekly quizzes and homework assignments (30%); – midterm exam on literary analysis and language skills (25%); – oral presentations and participation in class discussions (20%); – final written exam and/or project (25%). Teaching methodology: – lectures: theoretical explanations and contextual background; – seminars: group discussions and in-depth analysis; – language labs: practical exercises and language practice; – multimedia presentations: film screenings and media analysis. Grading policy: – A: 90–100%; – B: 80–89%; – C: 70–79%; – D: 60–69%; – F: below 60%. Course policies: – attendance: regular attendance and active participation in class activities are expected; – late submissions: assignments submitted after the due date will incur a penalty; – academic integrity: plagiarism or cheating will result in disciplinary action as per university policies; – accommodations: students with disabilities or special needs should contact the instructor to arrange appropriate accommodations. Note: this course outline is a general framework and may be adapted to meet the specific needs and goals of the academic program and its students.
26 Educational policy and reforms: the impact of globalization CHAPTER 1 Draft E for ULT in addition to course title, description, and objectives, provides a detailed week-by-week breakdown of the course content, which helps in better planning and ensures comprehensive coverage of the topics. This structured approach facilitates a more organized learning experience for philology students and helps language instructors manage the course timeline effectively. It also includes a specific week dedicated to review and assessment preparation which ensures that students have ample time to consolidate their learning, clarify doubts, and prepare for the final assessments. We find it particularly beneficial for first-year philology students who might be new to university-level examinations. Another benefit of Draft E design is two weeks dedicated to practical language skills with language labs, practical exercises, and peer review sessions. This focus on practical application ensures that philology students can directly apply what they have learned, enhancing their linguistic proficiency in a hands-on manner. Additionally, Draft E explicitly outlines course policies, including attendance, late submissions, academic integrity, and accommodations for students with disabilities. This transparency helps set clear expectations from the beginning, ensuring a fair and structured learning environment. Comparing the ULT course designs, it should be noted that both ULT drafts cover similar topics, including the historical development of the Ukrainian language, literary analysis, contemporary media, and the impact of politics on language. However, Draft E's weekly outline provides a more granular approach, ensuring each topic is covered thoroughly within a specific timeframe. It should not be missed that both drafts generated by Copilot and ChatGPT employ a mix of lectures, seminars, group discussions, and multimedia presentations. They also include practical language labs, which are emphasized clearly and appear to be an integral part of the curriculum, ensuring that philology students get ample practice. Both drafts use a variety of assessment methods, including written assignments, oral presentations, and participation in class discussions. Draft E, however, is more specific about the percentage breakdown of assessments and includes a dedicated review week, which is advantageous for student preparation. Ultimately, Draft E for ULT includes detailed course policies and a clear grading policy, providing transparency and setting clear expectations for students whereas Draft D for ULT mentions diverse assessment methods but does not elaborate on policies or grading criteria. Nevertheless, both drafts by Copilot and ChatGPT are designed for a full academic year (two semesters) and are aimed at philology beginners, ensuring equal accessibility for first-year students with no prior exposure to the Ukrainian language or literature. However, it is visible that Draft E provides a more detailed and structured course design, with clear weekly outlines, dedicated time for assessment preparation, and a strong emphasis on practical language skills. These features make it a more student-centered and well-organized course, likely to enhance the learning experience for first-year philology students. Draft D for ULT, while comprehensive, lacks the detailed structure and specific preparation components that Draft E offers. Comparing the course designs for ELT and ULT from both Copilot and ChatGPT reveals distinct approaches and strengths in their frameworks. ChatGPT's course designs are organized on a weekby-week basis, providing clear progression for philology students. This detailed structure includes
27 chapter 1. Designing English and Ukrainian language courses with AI tools: comparative approach CHAPTER 1 practical language labs, an emphasis on historical development, and thematic modules covering literature, media, and politics; another strength lies in its clarity and structured progression, which makes it easier for students to follow and understand the course content. In contrast, Copilot's course designs are organized around thematic modules without a strict week-by-week breakdown. The content covers essential language skills, literature, media analysis, and cultural themes, emphasizing critical analysis and the cultural context of the language. The strength of the approach is encouragement of students to think critically and understand the broader cultural and political dimensions of language. Additionally, the course designs by Copilot and ChatGPT balance language proficiency with cultural understanding, emphasizing practical applications and the socio-political context of language use. Therefore, the main difference between the two tools in designs lies in their structure and focus. ChatGPT's designs are more structured with a clear week-by-week outline, which provides a straightforward progression for students, which when combined with practical exercises, is particularly beneficial for philology beginners. On the other hand, Copilot's designs are organized around thematic modules, allowing for flexibility and deeper thematic exploration. This approach fosters critical thinking and reflection [15] that brings a deeper understanding of cultural and political contexts, enriching the learning experience [38]. In the end, both Copilot and ChatGPT emphasize a balance between language proficiency and cultural understanding. 1.4.3 Benefits and Challenges of AI Integration in ELT/ULT Course Design Following the examples of possible application upon integration of AI, particularly through tools like ChatGPT and Copilot, into ELT/ULT and education, it should be emphasized that AI brings forth a multitude of benefits and challenges in the course design. V. Svyrydiuk et al. [52] reasonably note, "the use of information technologies, components of which include learning platforms or applications, optimizes and improves both classroom and extracurricular independent learning activities of students as a means of mastering written language independently". Among the benefits, the following can be mentioned: 1) ready-to-go draft of an ELT/ULT course to be modified and amended by educators; 2) enhanced interactivity inasmuch ChatGPT and Copilot foster interactive learning experiences, allowing learners to engage in real-time conversations or receive immediate coding support, that fosters active participation and engagement, making learning more dynamic and immersive; 3) personalized feedback as these AI tools offer personalized feedback tailored to individual learner needs, addressing specific language or proficiency areas for improvement, and by providing targeted guidance, they facilitate more effective skill development and learning progression; 4) real-time assistance with which philology students benefit from instant access to language practice or programming support, enabling them to overcome challenges and make progress in their learning journey without delays, which will accelerate learning and boost confidence;
28 Educational policy and reforms: the impact of globalization CHAPTER 1 5) authentic learning opportunities, which are enabled via ChatGPT or Copilot and their authentic language use through conversational interactions, by means of simulating authentic contexts, providing learners with practical, hands-on experience that enhances their skills and prepares them for real-world applications. To the challenges we refer: 1) accuracy and reliability of the information provided, which is paramount for education and educators; it means that educators cannot rely on the provided data and should verify the correctness of everything suggested by AI tools in order to prevent misinformation or errors that could impede learning progress; 2) language and cultural nuances, as AI models may struggle with understanding subtle language nuances or cultural contexts, leading to misinterpretations or inappropriate responses, which may threaten educational ethics, equity, diversity and the like principles in a multicultural world [6]; to mitigate these risks, educators should focus on cultural sensitivity and linguistic accuracy to provide meaningful learning experiences; 3) technical limitations, which means that ChatGPT and Copilot may face technical constraints or compatibility issues with certain platforms or devices, and on the other hand, digital literacy with educators – their age, teaching experience, digital competence, continuous learning skills, etc. may hardly be overestimated; 4) ethical considerations, which are prerequisite to address ethical concerns surrounding algorithmic bias, and the ethical use of AI in educational settings [18], for which educators must adhere to ethical guidelines and policies to safeguard learner privacy and ensure fair and equitable learning experiences. To conclude, while AI integration in ELT/ULT course design offers numerous benefits, including ready-to-go course designs, enhanced interactivity, personalized feedback, real-time assistance, and authentic learning opportunities, educators must also navigate challenges related to accuracy, cultural sensitivity, technical limitations, and ethical considerations to harness the full potential of AI in language education. Among the advantages of ChatGPT and Copilot, the above are just a few possible scenarios how these AI-powered tools may apply for ELT/ULT. For example, in a beginner-level English/Ukrainian course, educators may also incorporate ChatGPT to provide language practice activities. Students can engage in simulated conversations with ChatGPT, practicing common greetings, introductions, and everyday dialogues. Respectively, ChatGPT generates contextually relevant responses, offering immediate feedback and scaffolding language practice in a supportive environment. That means learners will benefit from interactive language practice sessions that enhance fluency and confidence in speaking. Next, in an advanced writing course, educators may integrate ChatGPT into dayto-day performance to provide feedback on student essays. After submitting their essays, students receive automated feedback from ChatGPT, highlighting grammatical errors, suggesting revisions, and providing writing tips. ChatGPT assists learners in self-editing and revising their work, improving writing accuracy and coherence. Educators may build on and take it to group discussion and
35 CHAPTER 2 CHAPTER 2 Abstract This chapter explores the essence, content, and effectiveness of digital pedagogy in the context of open education. It analyzes the state of implementation of digital pedagogy in global and Ukrainian education and science, and examines its development under conditions of digitalization and distance learning through sociological survey data. The findings confirm the unique role of digital pedagogy in formal, non-formal, and informal education, highlighting its effectiveness in educational and scientific activity. Digital pedagogy is defined as a new field of pedagogical science aimed at using online and hybrid learning environments to improve individualized learning, create methodologies that integrate digital tools, and enhance cognitive activity. The chapter also investigates how digital pedagogy overcomes the limitations of traditional approaches – such as fixed curricula, limited classroom hours, and restricted communication – by enabling anytime-anywhere learning with diverse digital methods. A methodological toolkit for applying digital pedagogy in preschool, primary, and adolescent education is proposed. KEYWORDS Digital pedagogy, open education, digital technologies, educational process, educational institution, learners. 2.1 Retrospective analysis of the introduction of digital pedagogy into global and Ukrainian education and science In 2006, the EU identified digital competence as key to lifelong learning. Thus, the digitalization of education is becoming an imperative for reforming the education sector, a dominant and primary task for the effective development of the information society. According to the annual global study of the state of the digital industry Digital 2022 Global Overview Report, 62.5% of the world's population uses the Internet, and the number of users in 2021 increased by 192 million (4%) Digital Pedagogy of Open Education: Essence, Content, and Effectiveness DOI: 10.15587/978-617-8360-20-7.CH2 Svitlana Tolochko, Liubov Kanishevska, Oksana Vasiuk, Svitlana Vyhovska, Viktoriya Prylypko, Anzhelika Lesyk © The Author(s) of chapter, 2025. This is an Open Access chapter distributed under the terms of the CC BY license
36 CHAPTER 2 Educational policy and reforms: the impact of globalization and amounted to 4.95 billion people. With the introduction of 5G technology and the COVID-19 pandemic worldwide, the Internet is currently at its peak of growth. The digital transformation of education (digitalization of education) is a crucial aspect of the digitalization of society, which poses new, innovative challenges for the education and science system [1]. Digitalization of education is a modern stage of its informatization, and involves the saturation of the information and educational environment with means, electronic and digital devices, systems; the establishment of electronic and communication exchange between them, which actually enables the integrated interaction of the physical and virtual, therefore creating a cyber-physical educational space. Digitalization of education has two sides: the first is the formation of a digital educational environment as a set of online courses, digital learning tools, electronic educational content, digital services and resources; the second is a deep modernization of the educational process, which should ensure the preparation of a person for life in a digital society and professional activity in a digital economy [2]. The UNESCO report [3] identifies areas of activity of higher education institutions that require the use of digital technologies to improve. Among them: – administrative activities, in particular, management of a higher education institution; – the educational process in terms of teachers providing students with educational materials through a virtual learning environment, as well as a learning management system VLE/LMS; – improving the efficiency of scientific activity through open access research repositories, which is a means of disseminating scientific achievements of scientists of a higher education institution in the open information space and a tool for reporting on research in the institutional and national information space (in the UK, the Research Excellence Framework); – increasing the level of development of academic digital skills and digital literacy of education seekers, teachers, administrators, which is necessary for effective educational and professional activity in the conditions of a digital society, namely for the creation of online courses by teachers, effective educational cooperation in online, blended and traditional learning formats [4]; – expansion (temporal, spatial, content) of the open educational space of educational resources, the possibility of educational activity in 24/7 mode; ensuring accessibility to high-quality educational content within open educational spaces, in particular MOOCs; – development of an open space of methodological materials regarding achievements in the field of digital education, i.e. educational and methodological repositories, primarily at interuniversity ones, the use of which allows teachers to improve the design and content of online educational materials, exchange developments and experience, in particular within social networks (Facebook, Twitter, etc.), or sites (for example, Cloudworks); – cooperation of scientists, teachers and students within the framework of joint scientific projects, implemented on an institutional and inter-institutional basis, in particular in the aspect of cooperation in national and international university research networks; – conducting training sessions within the framework of online and blended formats, which provides for the possibility of synchronous and asynchronous communication, group video conferences;
37 chapter 2. Digital Pedagogy of Open Education: Essence, Content, and Effectiveness CHAPTER 2 – presenting the activities of the university to the external and internal environment using the Internet site, which is a tool for implementing the policy of a higher education institution in the field of information support for educational and scientific activities, popularization of educational achievements of students and teachers, marketing, recruiting, fundraising, etc. [5]. In addition to the development of immersive learning technologies using augmented and virtual reality, voice interfaces, automation of educational processes (robotization of communication), machine analysis of user actions, testing and learning results (using artificial intelligence), certification using blockchain technologies, trends in education development include gamification and inclusion technologies, user identification and personalization of the educational process, microlearning, socialization of educational programs, including the exchange of user experience, the association of education seekers by interests and professional competencies, a team approach to work and learning in common information bases. It is also important to track dominant changes and tendencies in digital educational trends that affect the processes of digitalization and the development of education in the 21st century. This is primarily the implementation of the principles of open education, ensuring access to quality education for each applicant, improving distance learning, implementing the idea of the Internet of Things, robotics, artificial intelligence, developing the latest online tools and scientific and methodological support, implementing educational digital needs in close cooperation with software developers [6]. In higher education, the era of digital technologies begins in the 1980s, when multimedia technologies were first introduced into the educational process, which involved the use of a computer as a carrier of information that can be provided to consumers using video, audio, animation, etc. With the emergence of web resources in the early 1990s, a qualitatively new stage of the application of digital technologies in all aspects of the activities of higher education institutions begins, in particular the distribution of software applications for educational needs. So, this period includes the use of the first generation of digital technologies in higher education: computerized teaching and the use of websites. In universities in developed countries of the world, since the 1990s of the 20th century, web pages of teachers were created, mainly not related to the website of the higher education institution, where contact information, course materials, forums for discussions or links to news sites in a certain field were posted. Learning Management Systems (LMS) are actively developing. The most popular among them are Moodle, Desire2Learn, Blackboard, Instructure, Sakai, which have become the organizational basis for standardizing educational and scientific activities of higher education institutions around the world, developing a quality culture at the university, creating conditions for active interaction between students and teachers, and learning in active interaction of all participants in the educational process online and offline. Other digital technologies of the late 20th century are educational facilities, educational design, mobile devices, gaming technologies, which have become an integral part of university life, the technological basis of its successful functioning. Gradually, technologies are being introduced into higher education, which were intended to make it publicly accessible, and the information space open: since 2001, the period of open educational
38 CHAPTER 2 Educational policy and reforms: the impact of globalization resources, virtual worlds, social media, smart devices, electronic books begins, which contributed to the interactivity of the educational process in addition to the democratization of higher education. So, in the late 1990s, second-generation technologies appear - learning management systems and virtual learning environments (VLE/LMS), which were mainly produced by WebCT and Blackboard. These technologies allowed to expand the educational offers of a higher education institution, were located on its base and controlled by it. Thus, LMS served to place standardized and systematized educational content, organize the educational activity of students and, mainly, limited interaction between participants in the educational process. At this time, the first blogs, wikis and other more complex social digital technologies appeared. In the 2000s, opensource LMS appeared, in particular Moodle and Sakai, later Desire2Learn and Instructure (cloud-based LMS). During the 1990s and early 2000s, the development of social media attracted considerable interest from the academic community, as such technologies enabled learners to control aspects of the educational process that were previously controlled only by the higher education institution. Since 2004, the concept of Web 2.0 has been gaining popularity, so teachers in the educational process actively use wikis, blogs, RSS, and social bookmarking as technologies that allow for active cooperation between subjects of educational activity. The wide variety of second-generation digital technologies has led to greater opportunities for educational interaction with learners, located in different countries of the world. The factor that hindered the spread of such technologies was the insufficient level of digital competencies of most teachers and learners. In addition, a small number of teachers of higher education institutions possessed the appropriate technologies. Currently, the most popular learning support system for distance education is the LMS Moodle. In particular, studies, conducted by Spanish scientists, show that of all web-based learning support systems, Moodle is the most widely used (45%), while the Moodle system is gaining recognition not only in traditional educational environments, but also in the advisory system. Thus, the American Extension system, in its educational part and the organization of local, regional advisory communities, is technologically based on Moodle. This learning environment was developed by Australian specialists and provided for use under an open license. According to moodle.org, this system is used in 229 countries in 115 languages. This system has great capabilities for forming and presenting educational material (includes a built-in visual text editor, allows you to enter formulas in TeX or Algebra format, create glossaries), testing knowledge and monitoring progress (creating a database of test questions, statistical processing of test results, self-analysis of test results), communication between students and teachers (e-mail, file exchange, forum, chat), and organizing group work (forum, chat, wiki). The system interface is quite easy to use. This distinguishes the Moodle learning environment from other similar systems [7]. The 2010s were a period of the emergence of massive open online courses (MOOCs) and learning analytics, which fundamentally and radically change the philosophy of modern education and the methods of organizing the educational process. These are third-generation technologies. The task of the first MOOCs was to unite the methods of educational interaction, scattered by various digital means. This approach allowed students to choose and control the means of learning accord-
39 chapter 2. Digital Pedagogy of Open Education: Essence, Content, and Effectiveness CHAPTER 2 ing to their preferences and educational interests. At the same time, these technologies allow the teacher to control the process of educational interaction with and between students. Also, at this stage of further development, LMS technologies gained more and more opportunities, provided by social platforms and media. An innovation was the use of blogs and wiki technologies in a limited institutional environment (walled garden) within the framework of a corporate (institutional) LMS, which is a manifestation of the development of a participatory educational model. Researchers call the impossibility of communication of education seekers with foreign partners who are outside the institutional LMS the disadvantage of this innovation. The new generation of platforms includes edX/Open, edX and Coursera, which are constantly being improved. In addition to social media technologies and MOOCs, the third generation of digital technologies includes E-portfolios, which are combined, mainly, with the use of methods of prior learning assessment and recognition. Currently, there are a significant number of innovative proposals, both non-commercial (Mahara) and commercial (PebblePad or D2L). Thus, the first three generations of digital technologies in higher education involve a wide range of various technologies of both monofunctional (Mahara) and multifunctional (Bright-Space, Canvas, Blackboard), as well as products of social media technologies (Facebook, Elgg) [5]. The beginning of the 2020s became a period of general forced radical digitalization of higher education activities, which was associated with quarantine restrictions and knockdowns of all levels, caused by the COVID-19 pandemic. This period is characterized by suddenness, insufficient readiness of educational entities for forced forms of activity, determined by the university's mission. Fourth-generation digital technologies are aimed at implementing models of personalized, adaptive, self-regulating (oriented to the needs of education seekers) learning. They are focused on the formation of professional competencies relevant on the labor market. There is a wide commercial offer of technologies, such as: Knewton, Smart Sparrow, OLI (based on a joint project of Stanford and CMU universities), LoudCloud, etc. The choice of innovative technological products is in favor of large corporations on the international market. They determine the trends in the development of technologies for the educational process of higher education and education in general [5]. Now educators have access to a variety of modern digital technologies, in particular for communication, such as: GoogleMeets, Skype, Zoom, etc. Teachers can collaborate with education seekers regardless of the location of subscribers. Higher education institutions realize that digitalization will offer a number of advantages and new strategies (approaches) to the education of students. Thus, the intensive development of technologies, such as augmented reality, virtual reality, artificial intelligence, robotics, media education, blockchain, cloud-based environments, gamification, STEM/STEAM education has a powerful impact on the development of digital educational content [8]. One of the most significant positive features of the digitalization of education is the expansion of the research and educational space, the possibility of diversifying methods and forms of learning that are aimed at the needs of education seekers and take into account the requirements and demands of the labor market.
40 CHAPTER 2 Educational policy and reforms: the impact of globalization With the digital transformation of the education system, there are a sufficient number of predictions regarding its results: – full and high-quality personalization of the educational process; – support for sustainable learning motivation of education seekers at all stages of the educational process; – ensuring prompt feedback to each education seeker, objective and rapid assessment of learning outcomes during the performance of an educational task; – ensuring the project aspect of educational activities, the deepest possible integration of practical and theoretical training; – significantly reducing the periods of development, deployment, and mastering of educational programs; – increasing information transparency and openness of the education system [6]. The pedagogical effectiveness of the digital approach is determined by a wide range of macro-, meso-, and micro-level factors [5]: 1) macro level (national and global dimensions): the presence of international agreements, support by the digital community for international Internet standards; national and international support for the development of open educational resources; pooling the resources of partner universities, coordinating their actions to achieve common goals, in particular, providing more accessible, cheaper and higher-quality education on a global scale (online platforms Coursera (the best startup of 2012), MIT OpenCourseWare (a project of the Massachusetts Institute of Technology for publishing materials of all courses in open access), Edx (a free online platform for massive open courses, founded by the Massachusetts Institute of Technology and Harvard University in 2012), Udemy (online courses), OpenLearn (an educational website, the contribution of the Open University of Great Britain to the open educational resources project and a place for free open learning from the Open University), etc.); 2) meso-level (institutional dimension), which determine the pedagogical effectiveness of the digital approach to the educational process: a clear strategy and active policy of the university on the introduction of digital innovations into the educational process; technological and financial support for the implementation of digital strategies of the higher education institution; developed technological infrastructure, namely the learning management system, which all subjects of educational activity are connected to; support for teaching staff in mastering and applying digital innovations in the educational process; developed and effective digital leadership, aimed at coordinating the efforts of all members of the academic community in acquiring and continuously developing digital competencies, forming a digital culture in the higher education institution; use of open educational spaces, classrooms for teamwork, multimedia spaces that provide remote communication; 3) micro-level factors determine the effectiveness of the digital approach. There are several groups related to: – student: internal learning motivation; attitude to effective employment; responsibility for one's own learning outcomes; high level of digital literacy; skills of interaction with the learning
41 chapter 2. Digital Pedagogy of Open Education: Essence, Content, and Effectiveness CHAPTER 2 interface and other learners within the academic group, with teachers; active position as a stakeholder in the educational process, which includes participation in the development of one's own educational content; – teacher: positive attitude towards digital innovations; significant changes in professional responsibilities (from information provider to group interaction coordinator, facilitator, mentor, coach, team member); high level of digital literacy; continuous improvement of teaching methods and monitoring of learners' educational outcomes, team work skills and shared responsibility with colleagues and students for learning outcomes; skills of group and individual professional reflection; skills of timely developmental and normative digital control of educational outcomes; – curriculum: interactive content; constantly updated student-centered design of educational courses; practice-oriented tasks for independent work of higher education students, etc.; – learning technologies: the existence of a learning management system, which provides a sufficient set of opportunities for presenting educational services in digital format; the ability to connect modern mobile gadgets to the educational platform 24/7; – learning methods: organizing cooperation between higher education seekers within structured online discussions; creating mutual learning groups; using personalized and cooperative learning methods; involving students in compiling educational content; – organization of the educational process: individual educational trajectory of a higher education seeker; taking into account previous learning outcomes of students, obtained within alternative (non-formal, informal) educational models, in particular MOOCs; creating student-teacher educational and scientific online communities; flexible individual schedules for completing tasks; constant monitoring of the students' success by the teacher, providing feedback not only at each control stage of training, but also as needed by the student; – monitoring of educational achievements: a competence-based approach to assessing the educational achievements of students; constant self-assessment and self-monitoring by students of the results of their own activities; evaluation of the process and results of teachers' training; introduction of microcredits, which provide for the assessment of individual procedural aspects and results of educational work and obtaining digital badges. In the digital educational space, the risks of digitalization of the educational process cannot be ignored. Among the problems of higher education, the following are distinguished [9]: – loss of basic cognitive skills (counting, reading, writing), decrease in the quality of education; – "public" model of a teacher-lecturer, rather high requirements for his/her psychological qualities, increase in the number of conflicts; – decrease in personal contacts, "drainage" of talented youth and teachers abroad, decrease in the level of training, problems of quality control of education; – change in requirements for the content of education and means of education; – change in requirements for the qualification of specialists, decrease in the need for an "intellectual" specialist and "attraction" to the technological image of a professional, reduction in the contingent of higher education;
42 CHAPTER 2 Educational policy and reforms: the impact of globalization – movement towards "educational services", departure from fundamentalism, change/redistribution of powers of the administration of higher education institutions and teachers, decrease in the quality of education. A significant disadvantage of online education is its focus on meeting short-term or, at best, medium-term tasks. A specialist who has mastered a limited amount of knowledge and has not received basic fundamental training can only count on intellectual "superstructures", the stability of which is illusory [9]. Not only digitalization is actively developing in educational institutions, but digital educational institutions are also being created. A digital university is an institution of higher education that actively implements information and digital technologies and forms the competences of participants in the educational process, has an innovative structure that is able to provide modern approaches in management, scientific, educational and methodological activities [10]. Digitalization of educational activities contributes to the further development of distance learning. Back in 1969, the world's first Open University was organized in Great Britain, which is an institution of higher education of non-traditional learning and is now known throughout the world. The opening of the university is associated with the impression, received by British Prime Minister G. Wilson during a visit to the USSR from the system of Soviet correspondence education. The Britain Open University is an independent educational institution that creates opportunities for working adults to obtain or continue their education. The university offers the following types of education: bachelor's degree, postgraduate, extended. The educational process at the university is built on the widespread use of digital technologies. Higher education applicants have the opportunity to receive consultations in almost 400 centers, located in many cities of the country and the world. The university has about 250 thousand students. Since its founding, more than three million students have studied under the programs of the Open University. Undergraduate students at the Britain Open University can choose from over 160 courses, taught by educators from the following faculties and schools: 1. Faculty of Arts. 2. Open University Business School. 3. Faculty of Education and Language Studies. 4. Faculty of Health and Social Care. 5. Faculty of Law. 6. Faculty of Mathematics, Computing and Technology. 7. Faculty of Natural Sciences. 8. Faculty of Social Sciences. 9. Institute of Educational Technology. 10. Institute of Media Studies. The university is governed by three statutory bodies: the Council, the Senate and the General Assembly. The Open University, headquartered in Buckinghamshire, has offices in thirteen regions of the UK, and outside the EU operates through a network of educational partners who provide the educational process under the Open University programs in more than 50 countries.
43 chapter 2. Digital Pedagogy of Open Education: Essence, Content, and Effectiveness CHAPTER 2 Thanks to the distance learning methods used, training under the Open University program has become available to students in Europe and Asia (Canada, Austria, Spain, Pakistan, Holland, Turkey, India, Israel, etc.). The features of the organization of the educational process of distance learning of the Britain Open University are: – absence of entrance requirements; – modular structure of building educational courses; – possibility of choosing educational tasks, their arrangement; – learning of one fundamental science, on the knowledge of which special training is based, by students during the first year of study; – individualized teaching methods; – choice of the pace of studying courses by the student in accordance with his/her abilities and possibilities; – continuation of education from 4 to 8 years; – attachment to each student of a tutor who directs learning and consults in case of problems. In October 2006, the Open University joined the organization "Open Educational Resources Movement" and launched the "Open Learn" project. A large number of current and past materials for distance learning are published for free access, including file versions for teachers with the ability to edit, as well as free software tools for learning [11]. Also known in the field of distance education in Europe are the University of Distance Education and the Center for Open Learning (Spain), the Open University of the Netherlands, etc., in Germany – the Correspondence University of Hagen (North Rhine-Westphalia), which provides services to more than 50 thousand students per year. The distribution of educational materials is carried out using modern means of communication. The transfer of knowledge from the educational institution to students and the control of their work are carried out using video conferences or access to the university library online, which are constantly researched, evaluated and improved. However, no more than 20% of the contingent receives a higher education diploma, since the qualification requirements at the university are quite high [12]. The Indira Gandhi National Open University was established in 1985 by a decision of the Parliament of India. Its network includes 21 schools, 67 regional centers, 2,667 training centers, and 29 foreign partner centers. The university aims to provide educational services to a wide range of people (women, the disabled, the poor, Indian citizens living abroad) and uses case technologies, individual consultations with teachers, satellite communications. Currently, about 1/5 of the students study at the university that is 20% of all students in India. They can choose from 226 programs offered, including courses at the certificate, diploma and degree levels. The National University of Technology was founded in Colorado in 1984 as a non-profit corporation. The academic programs, offered at the university, are approved by more than 40 universities. The educational institution uses modern digital technologies of teaching and educational management in its educational activities.
44 CHAPTER 2 Educational policy and reforms: the impact of globalization The Open University of Israel is the country's main higher education institution in the field of distance learning. About 30 colleges in Israel actively cooperate with it, providing students with training in the courses of the Open University of Israel. The training involves weekly group meetings of college teachers with a university instructor, which allows attracting a large number of students who obtain higher education working and intensively studying. In 1996, the Council for Higher Education granted the university the right to award a master's degree in computational mathematics and engineering. The Kentucky State University in the United States offers distance learning programs at the undergraduate and certificate levels in English and computer technology, biology, psychology, humanities, office systems, mathematics, economics and history, 12 programs and more than 60 distance learning courses for professional training of students without obtaining scientific degrees, for example, in firefighter training, information technology, travel and tourism training, as well as courses in knowledge management, health care. The university cooperates with private and public institutions and agencies on training of their employees without granting bachelor's or master's degrees. For example, cooperation is organized with the Virtual University of Mexico, which is accredited in the United States by the Southern Association for Colleges and Secondary Schools (SACS) [13]. A feature of modern distance learning in foreign countries is the significant influence of universities on its development. An example of this is a joint project of the Massachusetts Institute of Technology and Harvard University, which created their own distance learning platform and began to place distance courses on it in 2012. Ukrainian educational institutions that use distance learning technologies are state, non-state and corporate ones. They promote domestic and foreign educational services to the Ukrainian market. In 2000, the Ukrainian Institute of Information Technologies was created on the basis of the National Technical University of Ukraine "Kyiv Polytechnic Institute" in order to coordinate the work, carried out within Ukraine to create a national system of distance education, gradually introduce its elements, and promote its organic entry into the world space. In 2000 The Ministry of Education and Science of Ukraine approved the "Concept of Distance Education Development in Ukraine", which provided for the creation of an education system that ensures the expansion of the circle of consumers of educational services, the implementation of a system of continuous education "throughout life" and the individualization of learning in the context of mass education. A List of distance learning centers, recommended by the Ministry of Education and Science, Youth and Sports of Ukraine, was published [14]. The Distance Learning Center of the National Academy of Public Administration under the President of Ukraine was established in 2001 with international technical assistance and financial support from the Canadian International Development Agency and the World Bank within the framework of the World Bank project "Ukrainian Center for Global Distance Learning". The center is part of the World Bank's global development educational network, which unites more than 50 similar centers in Europe, America, Asia and Africa.
51 chapter 2. Digital Pedagogy of Open Education: Essence, Content, and Effectiveness CHAPTER 2 The approach to choosing an online learning strategy depends on the age characteristics of Ukrainians. The results of focus group discussions indicate a variety of approaches of different age groups to online self-education and the choice of platforms to raise awareness on certain topics. Teenagers prefer to use educational content on a specific request, in particular through messengers, YouTube and short videos on social networks. Young people use YouTube, Prometheus and Go IT. People of elegant age, choosing self-education, usually use search engines, not limited to specific platforms or social networks: – 58.3% of the adult population sees the relevance of learning digital skills (+10.9% from 2019); – 85.0% of teenagers see the relevance of learning digital skills (+17.5% from 2019); – 42.2% of the adult population regularly devote time to self-study and improving their knowledge; – 22.8% of people with hearing impairments regularly devote time to self-study and improving their knowledge. The undeniable economic benefits of digital skills in Ukraine have been established. The questions that outlined the role of digital skills of the Ukrainian population for the further development of the economy revealed the following indicators: – 81% of the surveyed adults believe that the development of digital skills among the population can have a positive impact on the economy of Ukraine; – 1.7 million vacancies have been analyzed (research on vacancies on job search web platforms); – 81.3% is the difference between wages among employees who have mastered digital skills and those who have not mastered them. The next block of questions concerned the role of digital skills in achieving success. The respondents' answers were divided as follows: – 51% of Ukrainians are satisfied with their daily work. Among people with hearing impairments, this percentage is half as low at 24%; – more than a third of Ukrainians (36%) do not have policies on cybersecurity and/or cyber hygiene at the workplace, and every fourth (26%) says there are no effective measures to protect confidential information; – 91% of teenagers believe that digital skills are necessary for their education, and 84% of the respondents perceive them as important for their future career; – 96% of teenagers use the Internet to communicate with family and friends, and 58% of the respondents do not feel lonely thanks to the Internet. Therefore, the level of digital skills is one of the key performance indicators in the context of the Digital Decade, which defines Europe's ambitions in the field of digital technologies, namely, by 2030, at least 80% of citizens (defined as the share of people aged 16 to 74) should have at least basic digital skills. The study of the dynamic digital environment requires constant updating and adaptation of the existing research methodology in order to maintain the relevance and topicality of the data obtained. According to the results of the work of the European Commission in 2019–2022, the integrated digital skills indicator DSI 2022 has been modernized and adapted in accordance with the new conceptual foundations of the digital development of European society and technological progress [24].
52 CHAPTER 2 Educational policy and reforms: the impact of globalization 2.3 The essence, content, effectiveness of digital pedagogy in open education Digital pedagogy as an effective practice of the 21st century is aimed at the implementation and study of modern digital technologies in educational and scientific institutions. This is a new branch of pedagogical science that aims to use online and hybrid educational environments to enhance individual learning. Based on constructivist theories, the main tenets of which are that learners acquire knowledge through experience and reflection, digital pedagogy proposes methodologies that integrate digital tools to facilitate and enhance learning and cognition. Digital pedagogy has undergone a dynamic evolution, as it considers the integral synergistic interaction between technologies and educational practices. It goes beyond the simple application of digital tools in teaching and includes strategic planning for the development of curricula, teaching methods and assessment of learners in the context of digital technologies. The basis of this pedagogical paradigm is the development of digital competencies – skills that educators must acquire to effectively use the potential of technology in education. The paradigmatic concept of digital pedagogy has its own challenges and involves continuous professional development for teachers, promotes critical interaction with digital content and requires adaptation of traditional pedagogical approaches. Despite these challenges, digital pedagogy is a key response to the development of learning and the diverse needs of learners in the 21st century. Taking into account the various essential characteristics of digital pedagogy, researchers have characterized it as integral (J. Aroles, W. KÜpers [25]), critical (A. Boczar, S. Jordan [26], M. Waddell, E. Clariza [27]), humanistic (V. Bykov, M. Leshchenko [28]), innovative (O. Istrate et al. [29], A. Kukulska-Hulme et al. [30]), etc. Integral pedagogy in the context of research refers to the creation of a holistic educational experience that prepares learners for life by connecting concepts from different disciplines through digital technologies to educate a generation of learners who are knowledgeable, thoughtful, and ready to face challenges of the future. The potential of integrated pedagogy is unlimited, transforming classrooms into dynamic environments will enable the comprehensive development of individuals [25]. Critical pedagogy as an approach to teaching and learning is based on promoting freedom of will and creating opportunities for learners, provided that opportunities are created for learning in all formats: online, offline, and blended (explicitly and implicitly criticizing repressive power structures). The word "critical" in critical pedagogy functions in several registers: as critically important, essential; as in literary criticism, i.e. providing definitions and interpretations; as in reflective and nuanced thinking about a subject; capable of criticizing institutional, corporate, or societal obstacles to learning; as a disciplinary approach that changes each of these other meanings. The need to provide the possibility of virtual sessions as part of the educational process is becoming more urgent. The digital nature of educational courses gives rise to a recursive pedagogy that "creates" itself and allows for continued adaptation that is complementary to academic cycles [26].
53 chapter 2. Digital Pedagogy of Open Education: Essence, Content, and Effectiveness CHAPTER 2 M. Waddell, E. Clariza, in addition, also consider critical information literacy as learning that requires learners to interact with the power structures that support the production and dissemination of information. Critical pedagogy recognizes that education is a political action that can have a negative impact on certain students, criticality is a self-reflexive necessity for intentional application to power structures in order to improve all processes in education and science [27]. Unlike critical, digital humanistic pedagogy is a science about the regularities of creating a positive integrated pedagogical reality under the condition of convergence of physical and virtual (created using ICT) educational spaces (environments). Based on the use of modern ICT, educational activity (formal, non-formal and informal) takes place at the intersection of two worlds: real and virtual. Attention is drawn to the fact that the methodology and methods of pedagogical research of classical pedagogy need to be revised and improved in the context of modern realities of the educational process, the needs and interests of all its subjects [28]. Digital pedagogy is innovative pedagogy. Perhaps the most important contribution to the development of digital pedagogy is its ability to re-direct pedagogical activity into a modern course, in which it dynamically develops and flourishes, ensuring its relevance, usefulness and value in our time. Theoretical and practical progress in educational science is achieved through the synthesis of environmental influences and opportunities, which can be both immediate (imperative) and more distant (in the form of a wish list), and which are given special significance and legitimacy. That is why digital pedagogy, far from being on the periphery, is now the forefront of pedagogical innovation and a major source of change in both the theory and practice of education [56]. A. Kukulska-Hulme et al. propose ten promising innovations for the post-pandemic world of digital education: hybrid models, dual learning scenarios, microcredit pedagogy, autonomy pedagogy, observation parties, education led by influential people, home pedagogy, discomfort pedagogy, well-being education and walking and talking. The information is presented in a popular manner and is aimed at teachers, politicians, scientists, students, researchers, developers of educational technologies, as well as anyone interested in pedagogical innovations and how education is changing [30]. Digital pedagogy has been defined and implemented in convergence with open pedagogy or open education. Open education successfully fits into a new paradigm, defined by role fluidity, learner-centeredness, distributed resources, virtual tools, and asynchronous lessons. According to O. Istrate, the many overlaps between the two conceptual areas show us the interdependence between constructs; to a small extent, we can talk about digital pedagogy without taking into account the attribute "open"; the proposals of open pedagogy are currently meaningless without new technologies, because life in social, cultural, personal, and professional dimensions is largely mediated or supplemented by the tools of new technologies. In fact, the development of open and collaborative web technologies has made a significant contribution to the emergence of the "movement" of open pedagogy – which arose almost half a century ago with the Leicester model – by offering new educational resources, techniques, and special teaching methods [31]. Open pedagogy, for its part, has provided the right ideological foundation, largely justifying digital education and facilitating it in practice. Among the first theorists of digital open pedagogy, together with
54 CHAPTER 2 Educational policy and reforms: the impact of globalization G. Conole and her approaches that foreshadow new educational approaches in the "open world", B. Hegarty proposes a model with eight interrelated characteristics of open pedagogy [32]: 1) participatory technology; 2) innovation and creativity; 3) exchange of ideas and resources; 4) reflective practice; 5) people, openness and trust; 6) connected community; 7) trained learner; 8) peer review. Thus, education and digital technologies follow different paths, marked by their own priorities, methodologies and dynamics, but are integrated to expand the boundaries of education and educational opportunities through digitalization. Currently, the process of platforming education is underway through the creation of non-formal and additional education platforms for children, youth, adults or a wide audience without age restrictions. In view of this, many studies warn of the need for such pedagogy that would focus on the development of education through technology, and not only on the application of technology [31]; other, on the contrary, emphasize the need to develop pedagogy as the main conceptual framework for the application of technology in the educational process [33]. Digital pedagogy should create new opportunities for educational and cognitive activities by addressing the limitations of the traditional approach to learning, in particular, a clearly defined scope of learning, materials in different media formats, limited resources and the number of hours of the classroom educational process, communication between teachers and students, supplemented by forms and methods of digital technologies at any time and in any place. The means of digital technologies are diverse: audio and visual in real time, using text messages, online text, audio and video chat, e-mail, communication and discussion forum for feedback and support in learning at any time and in any place, testing, assessment by both the teacher and the machine are continuously integrated into a common formative assessment for final results. Numerous research by foreign scholars studying digital pedagogy have found convincing evidence of the effectiveness of its application. Thus, S. Anitha and K. Vijaya conducted a quasi-experimental study of the effectiveness of digital pedagogy in higher education [34]. A comparison of the learning outcomes of students who received education using the traditional model with those who received education using digital technologies revealed that the latter had better programmatic learning outcomes than their peers. A similar meta-analysis was conducted by S. Means et al., who examined the effectiveness of digital learning in K-12 education by comparing online and offline learning conditions, measuring the learning outcomes of students, and publishing reliable information for calculating quantitative indicators [35]. Recall that K-12 is an abbreviation that denotes the education system in the United States, which includes classes from Kindergarten (preschool education) to 12th grade (high school). 99 studies were analyzed and confirmed the higher effectiveness of digital learning
55 chapter 2. Digital Pedagogy of Open Education: Essence, Content, and Effectiveness CHAPTER 2 compared to traditional. Another important result was that the study also found that the introduction of digital tools had a positive impact on students' engagement and motivation to learn. A similar study by R. Huang et al. was carried out to establish the possible effectiveness of an integrative approach to the implementation of the educational process with a combination of digital and traditional learning in a secondary school setting [36]. The results confirmed the higher effectiveness of blended learning compared to traditional. Thus, digital pedagogy creates and provides tools for effective individual teaching and learning. B. Dhakal, focusing on the importance of digital technologies, argues that teachers need to use digital pedagogy tools to organize and implement the educational process of students regardless of their age, generation, level of education, form of education, etc. [37]. The scientist recommends using seven pedagogical principles: the content of education in accordance with the curriculum; definition and implementation of educational goals; use of various digital educational resources; integration of creative tasks into educational activities; intensive educational communication and discussion; educational feedback and support; assessment of learning. Currently, digital education is associated with the widespread use of artificial intelligence technologies in educational and cognitive activities. For example, researchers at the Massachusetts Institute of Technology, including the Media Lab, have developed a new website, designed for American K-12 students to help them learn more about AI [38]. K-12 is an abbreviation that refers to the US education system that includes grades from Kindergarten (preschool education) to 12th grade (high school). Education research has also examined ways to increase AI literacy among stakeholders without speci fic STEM training related to AI. STEM education is aimed at preparing students for careers in these fields, developing critical thinking, problem solving and developing guides for teachers, forms, methods and tools for teaching the principles and practices of Computer Science (CS) – a field that studies computers and computing systems and covers the theory, design, development and application of software and hardware, solving problems using computational methods and algorithms (MIT Media Lab). The activities of the Association for the Advancement of Artificial Intelligence (AAAI) are being updated, this is an international scientific public organization whose activities are aimed at promoting research and education in the field of artificial intelligence, holding conferences, publishing journals and facilitating the exchange of information between scientists and practitioners in this field. The Computer Science Teachers Association (CSTA) is an international organization that supports and promotes computer science education, provides resources and opportunities for professional development for computer science teachers, and develops standards and recommendations for computer science education. The organizations have joined forces to develop a set of teaching aids for K-12 (general education from elementary to high school). The researchers identified five "big ideas" in the field of AI that they believe educators should know: 1. Computers perceive the world through sensors. The ability of computers to collect information about the world around them through sensors (cameras, microphones, and other devices). This information can then be used to make decisions and take actions.
56 CHAPTER 2 Educational policy and reforms: the impact of globalization 2. Agents maintain models/representations of the world and use them for reasoning. The ability of computer agents to create internal models or representations of the world based on information, received from sensors or other sources. These models are then used for logical reasoning and decision making. 3. Computers can learn from data. The ability of computers to learn from data using machine learning techniques. This allows computers to improve their models and algorithms to perform tasks better and make more accurate decisions. 4. Making agents interact with humans is a major challenge for AI developers. The difficulty of creating computer agents that can effectively interact with humans. This includes natural language understanding, emotion recognition, and other complex tasks that require "advanced" AI techniques. 5. AI applications can have both positive and negative impacts on society. For example, AI can be used to improve health or safety, but it can also lead to job losses or increase inequality [38]. The methodological side of the educational process is being updated, as digital pedagogy provides a new vision for the teaching and learning process, and also changes the idea of what is being taught. Innovative forms of organizing the educational process often shed new light on the content of education, forcing it to adapt to new dimensions. This allows for more efficient learning, interpretation and re-labeling, processing, practicing, internalizing, and reproducing educational material, and also promotes co-creation. Digital technologies facilitate documentation, identification of problems and possible solutions, bring it closer to real life, facilitate communication between participants, structuring the deconstruction and reconstruction process, contact with experts, search for resources, publication of results and (public) verification of approaches. However, the abundance of possibilities can be both an advantage and a hindrance, as it creates a need for multiple and expanded elements in the didactic process. Pedagogical strategies and established algorithms must be adapted, including new aspects, such as the selection of relevant and scientifically proven content, rethinking the expected learning outcomes, integrating tasks into collaborative (remote) work contexts, ensuring access, motivational methods and involving all team members in learning activities, encouraging independent learning, as well as taking into account elements of digital safety and student protection in the online environment. Unstructured and extensive content in digital format emphasizes the role of the teacher as a facilitator, who, on the one hand, must guide students to relevant sources of knowledge correspondent to learning objectives, and on the other hand, teach them how to identify, evaluate and distinguish authentic knowledge and valuable ideas from alternative sources that do not meet recognized standards. Digital pedagogy brings more practical aspects to pedagogy. Although pedagogy remains a field of constant innovation, and current knowledge serves as the basis for new hypotheses and theories, it is primarily a tool for understanding and evaluating new educational practices. Digital pedagogy is a starting point for a variety of interpretations and innovative approaches, from simply transferring traditional learning to a new digital environment to completely reformulating educational methods. In an effort to create effective digital education, we often start with
57 chapter 2. Digital Pedagogy of Open Education: Essence, Content, and Effectiveness CHAPTER 2 elements that are already familiar and time-tested. We usually try to transfer familiar learning situations to a digital environment, while preserving traditional ways of organizing groups, methods of interaction, and approaches to learning and assessment. In this case, the type of learning material and outcomes of activities changes first of all – they usually become more multimedia, and some synchronous work sessions are conducted remotely via videoconferencing. The second stage involves changing the use of time for teaching, learning, and assessment, integrating asynchronous sessions and changing the traditional order or emphasis. For example, in the concept of the flipped classroom, independent learning precedes and partially replaces traditional teaching; formative assessment becomes more natural in the digital environment and is an important tool available to both the teacher and the student. Typically, educators turn to new digital tools and resources to organize the usual teaching process. The innovation specific to digital pedagogy is that digital learning situations cannot simply be transferred back to an analog environment. It is important to note that today we do not have situations and learning paths that could not be described by concepts that existed before the digital era. Innovations are mainly about form, not substance, and are aimed at optimizing and increasing the effectiveness of teaching and learning. Essentially, we are still within the boundaries of pedagogy, although learning situations that are conducted remotely (synchronously or asynchronously) or in a blended learning format may require a new approach to design. It is clear that digital pedagogy is a significant step forward for the field of educational sciences. This phenomenon, which reflects ideological changes, is part of our modern culture and constantly changing conditions in the professional and social spheres. Expectations from educational activities are becoming more pragmatic, which affects relationships and didactic communication, forming a new awareness of external variables that are related to roles and relative productivity in society. Modern educational ideas, such as respect for the individual, inclusion, key competencies, personal development (soft skills), transdisciplinarity, project-based approach and authentic assessment, are a reflection of this new ideology in education. Digital technologies have demonstrated their potential to open up new opportunities for education, its transformation and to shape directions for "rethinking" education based not only on technological, but also on cultural, social, professional, economic and, above all, humanistic principles. The most important advantage of trying to formulate digital pedagogy is to develop the ability of educators to design, implement and evaluate effective educational situations, adapted to modern times and the needs of students. As previously mentioned, digital pedagogy open up new opportunities for learning and teaching, offering innovative approaches and tools to improve the educational process. However, for these opportunities to be properly implemented, certain principles and strategies must be followed. Here are five key recommendations, in our opinion, for the correct use of digital pedagogy in the educational process: 1. Planning and integrating digital tools. Start by developing a clear strategy for integrating digital tools into your educational process. Identify the goals and objectives you want to achieve with digital technologies and choose the tools
58 CHAPTER 2 Educational policy and reforms: the impact of globalization that best meet these goals. Assess the available resources and capabilities to ensure effective implementation. Analyze the needs of your learners and teachers to select the most appropriate digital tools. Conduct a survey or interview to understand which tools are already in use and which are unfamiliar or require additional training. 2. Create and adapt content. Since digital platforms allow for a variety of formats, create learning content that includes video, audio, interactive exercises, and infographics. This will help provide variety in learning material and maintain learner interest. Adapt content to different learning styles. Use tools to personalize the learning experience to take into account the individual needs and preferences of learners. For example, interactive platforms can offer different levels of difficulty of tasks, allowing each learner to work at their own pace. 3. Ensure accessibility and support. Provide technical support for learners and educators. Organize training and workshops to teach how to use new digital tools. This will help reduce technical problems and ensure that you are comfortable working with new technologies. Make sure that all digital resources are accessible to learners with different levels of technical training and technical capabilities. Avoid using tools that may not be accessible to a portion of your audience due to technical limitations or other factors. 4. Forming and evaluating the educational process. Implement interactive learning methods, such as virtual discussions, online games, and simulations. This can increase learner engagement and motivation, as well as promote better learning. Use formative assessment to monitor the progress of learners. Digital platforms make it easy to conduct surveys, tests, and feedback, which help to timely adjust the educational process and support learners in achieving their learning goals. 5. Ensuring security and ethics. Take care of the digital security of learners by ensuring the protection of personal data and confidentiality. Use reliable platforms and adhere to security policies to protect information. Educate learners on the correct use of digital tools and resources. Conduct digital literacy classes that will help them understand the ethical aspects of using technology, avoid plagiarism, and be responsible with information content. 2.4 Methodological tools for educational action of digital pedagogy Modern preschool children are early involved in life in the virtual world. In preschool age, the most important need of a child is communication, thanks to which social experience is acquired. In daily interaction and cooperation with adults and peers, he/she learns the rules of behavior and learns to evaluate his/her own actions and the actions of his/her environment through the prism of moral norms. This period is important for teaching children the rules of behavior and safety in the digital space [39].
59 chapter 2. Digital Pedagogy of Open Education: Essence, Content, and Effectiveness CHAPTER 2 The reasons for the immersion of a modern preschooler in the digital space include: 1. Universal curiosity, a high level of cognitive activity. Quite early, preschoolers realize that the Internet is an endless source of information, because in it children find a variety of educational and entertaining games, video clips, cartoons, numerous ways to obtain knowledge, exchange information, express themselves and purposefully interact with friends, family and the outside world. 2. The need for communication. The most important need of a preschool child is communication as an important factor in the formation and development of his/her personality, the assimilation of social experience. Determining the special importance of modern gadgets as a means of broad communication, psychologists at the same time emphasize the importance of real communication in their lives. In preschool age, a child, in daily interaction with adults and other children, learns the rules of behavior and learns to evaluate his/her own actions and gestures through the prism of moral norms. Given that the information space is becoming a real necessity, in parallel with the assimilation of a culture of communication and interaction in real life, an extremely important task is to teach the rules of behavior and safety in the digital space. 3. The need for bright external impressions. Children show increased interest in everything new, bright, unusual, because they are most and most quickly influenced by the external environment. The underdevelopment of self-regulatory mechanisms characteristic of preschool age, weak volitional and emotional control, impulsive behavior, make children most vulnerable to information and software-technical threats. 4. The need for play as a leading activity. An important factor that encourages children to the digital space is also the priority of play as the child's leading activity [1]. Children like to play computer games. Despite the benefits of games, especially developmental and educational, creative, entertaining computer games should not displace a wide range of real games in a child's life, as this can cause uneven development, delay the formation of readiness for learning, and cause Internet addiction. Introducing children to gadgets should occur in parallel with the orientation of preschoolers to basic moral values (compassion, mercy, respect, responsibility, justice, etc.); the priority of a value-based attitude to real communication over virtual. The advantages of early immersion of a preschooler in the digital space are: 1. Expanding the child's interests, opportunities for additional education, development of purposefulness, intelligence, awareness, ability to structure information flows, etc. 2. Satisfying the child's need for external impressions with the help of digital technologies has a positive effect, as it contributes to the development of cognitive abilities and imagination. There are many virtual games that at the same time have an educational and upbringing basis and are able to arouse the child's interest in history, literature, economics, etc. The risks of immersion of a preschool child in the digital space are: 1. Removal of prohibitions and restrictions of moral, ethical and social plans (removal of the taboo of violence, murder, destruction; the lack of legal norms that operate in reality). Children are subconsciously alienated from fundamental things: the need to follow the rules, the inevitability of
60 CHAPTER 2 Educational policy and reforms: the impact of globalization punishment for aggressive behavior and violation of the law, the unity of the space-time continuum. Interest in aggressive games leads to the fact that children may try to apply similar methods of solving problems in real life. All this creates significant risks for the upbringing, development and safety of children. 2. Interest in aggressive games leads to the fact that children may try to apply similar methods of solving problems in real life. Thus, 60–65% of surveyed children of senior preschool age are fond of destructive games, such as "Batman", "Transformers", and various "shooters". Some children noted that they are not afraid of the appearance of blood and murder in games ("just kill – and that's it"). Violent computer games form the corresponding characters [40]. 3. Insufficient development of self-regulatory mechanisms, characteristic of preschool age, weak volitional and emotional control, impulsive behavior make children most vulnerable to information and software-technical threats [1]. 4. Deterioration of the child's health: morbidity of the organs of vision (rapid fatigue, itching, impaired visual perception at far and near distances); deterioration of concentration and working capacity; diseases of the musculoskeletal system (development of pathological diseases of the spine, osteochondrosis, strengthening or deformation of intercostal discs, etc.); hypodynamia [41]. 5. The emergence of Internet addiction in a child. Symptoms of an Internet-addicted preschool child are: refusal to eat for the sake of entertainment on the Internet; irritability of the child if he/ she is not allowed to use the gadget; euphoria from being on the Internet; neglect of the interests of relatives, friends and mates for the sake of being in digital space. The reasons for children's Internet addiction are: emotional exhaustion and "unlovedness"; the child's lack of intellectual skills; the lack of support from educators and parents; passive perception of information using new information technologies; distortion of moral norms and values in the process of easy satisfaction; disruption of mental processes [42]. To increase the safety of preschool children in the digital space, it is necessary to: 1. Be interested in the virtual life of children, do not ignore their questions. 2. Teach them the rules of conduct on the Internet; create safe nicknames and passwords to ensure confidentiality; use websites, recommended for children; use protective parental control programs [43]. 3. Parents need to regulate the time a child spends on the Internet so as not to harm his/her health. According to the standards, set by the Ministry of Health of Ukraine, continuous computer use during the day for children of senior preschool age should not exceed 30–45 minutes per week [44]. It is necessary to establish rules for family use of the network [43]. 4. Develop strategies and tactics for psychological and pedagogical support for involving preschool children in the information environment. Such support should be based on the priority of forming value orientations in preschool children in the field of digital education. Additional investments in the development of digital skills and literacy formation among parents and educators are needed to help children develop critical thinking and evaluation skills, which will allow them to quickly
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70 CHAPTER 3 CHAPTER 3 Education Without a Face in the Age of Existential Deficit: How Globalization, Post-Truth, and the Politics of Meaninglessness Dehumanize Pedagogy Abstract This chapter investigates the existential crisis of contemporary education, emphasizing how globalization, the culture of post-truth, and technocratic discourse contribute to the erosion of human dignity and subjectivity in pedagogy. Despite declarations of placing "the human at the center", education increasingly reduces the learner to a set of functions, competencies, or indicators, resulting in alienation and loss of authentic presence. Drawing on philosophical perspectives from Byung-Chul Han, Martha Nussbaum, Levinas, Foucault, Ricoeur, Buber, and others, the text critically analyzes how managerial language, global rankings, and efficiency-driven reforms depersonalize both teachers and students. The chapter introduces the concepts of "trauma of misrecognition" and "pedagogy of disconnection", highlighting the psychological and ethical consequences of systemic neglect of the individual. As a response, it proposes a linguistic and ethical reconstruction of pedagogy through a "culture of dignity", where words regain their humanizing power, and education is redefined as a space of recognition, presence, and dialogical trust. Ultimately, the chapter argues that restoring language, dignity, and listening as central elements of education is essential for countering existential fragmentation and reclaiming the face of pedagogy. KEYWORDS Education, pedagogy, globalization, post-truth, dignity, technocratic discourse, recognition, alienation. 3.1 Diagnosis of loss Introduction: Education that has lost its human touch We live in a time when education has found itself at the epicentre of global change – not only technological, economic or political, but above all anthropological. It still functions, reforms, DOI: 10.15587/978-617-8360-20-7.CH3 Tetiana Korobkina, Natalia Dashenkova, Olena Bakalenko, Viktoriia Omelchenko, Olha Myttseva, Hanna Horіachkovska © The Author(s) of chapter, 2025. This is an Open Access chapter distributed under the terms of the CC BY license
71 chapter 3. Education Without a Face in the Age of Existential Deficit: How Globalization, Post-Truth, and the Politics of Meaninglessness Dehumanize Pedagogy CHAPTER 3 digitises, reports – but at the same time loses its ability to see the human being, hear their requests, respond to their existential challenges. In an era of radical civilisational upheavals – war, climate change, pandemics, algorithmisation of thinking – education, instead of being a response to anxiety and fragmentation, is increasingly becoming yet another tool for managing instability. This sense of loss begins at the level of language. Educational discourse is saturated with terms such as "human capital", "resource provision", "staff efficiency", "knowledge platform", and "education quality management". These formulas are not just stylistic conveniences, but linguistic markers of the loss of a humanistic perspective. A language that thinks of education as a market, people as carriers of competencies, and learning as a certification process excludes the subject of dignity from the pedagogical space [1]. Under the slogans of reform, innovation, and digital transformation, we see not an update of the content of education, but a gradual reduction of the human being to an indicator function. They must "meet requirements", "show results", and "adapt to change". But where is the freedom to think in this? Where is the place for doubt, silence, ethical search, affect? As B.-C. Han notes, in modern productivity culture, "fatigue of being oneself" prevails, and education is increasingly becoming not a space of liberation, but an institution of loss of subjectivity [2]. Against this backdrop, a new anomaly is emerging: a person is physically present in education but ontologically absent. They may have access to knowledge but lose their sense of meaning; they may receive grades but not experience dignity as recognition. This gives rise to the phenomenon of cognitive simulation: learning continues, but without internal growth. All this creates a new pedagogical reality, which would be more accurately called post-education – that is, one that has lost the ability to keep the person at the centre. This process has clear political dynamics. Despite its promise of equality, solidarity and progress, the globalisation of education often turns out to be an architecture of depersonalisation. International rankings, the unification of standards, the managerial logic of universities and ministries – all this produces a model where local ethical contexts, vulnerability and identity are marginalised. Reform becomes a self-sufficient goal, not always taking into account the kind of person it shapes. As a result, educational policy loses its ethical texture, becoming mechanical, fragmented, and devoid of empathy [3]. No less dangerous is the influence of post-truth culture on the educational ecosystem. Today, it is increasingly difficult to maintain a space for critical conversation if it is not administratively or ideologically beneficial. Education that is incapable of telling the truth – about inequality, psychological exhaustion, value disorientation – turns into a simulation of thinking. In an era when truth itself has become the subject of political bargaining, the educational process risks becoming not an intellectual encounter, but a ritual of formal presence without moral weight [4]. But the key challenge lies even deeper than that. It lies in the existential deficit that has become a structural feature of educational existence. Young people who have lived through a pandemic, war, and information collapse are living with the experience of a cancelled future. When the horizon is uncertain, when planetary threats seem insurmountable, when technology is advancing
72 CHAPTER 3 Educational policy and reforms: the impact of globalization faster than ethics, there is a demand not for competence, but for existential support. And this is where education is often powerless: it does not offer answers, does not provide a meaningful framework, does not support people in their moments of anxiety. And that is why dignity becomes not a metaphor, but a practical answer [5]. As M. Nussbaum points out, a democratic society cannot exist without education that fosters emotional literacy, ethical sensitivity, empathy and critical thinking. Education without dignity is education without democracy. Conversely, education in which dignity is not a slogan but a structure of interaction is a space in which freedom is born [6]. This section is not just a critical caveat. It is a manifesto for the return of the human being to the educational perspective. We will show how the logic of globalisation, the language of instrumentalism, the culture of post-truth and existential fragmentation have led to a profound loss of the subject in education. At the same time, we will show how the methodology of the culture of dignity can become the architecture of the ethical reconstruction of education, where every word, every gesture, every structure returns the main content of the educational space – the human being. We no longer live in an era where pedagogy is simply the transmission of knowledge. We live in an era when the question "Why teach?" is increasingly left unanswered. The point of disappearance of meaning is not in the lack of technology, but in the deficit of presence, reciprocity and the meaning of the common "we". It is this existential vacuum that is the main challenge of modern education. We are trying to reform forms, forgetting the fundamental: we have lost the language that is capable of recognising the other. As a result, we have lost our identity: as students, teachers, and as a system. Words have become an interface rather than an address. Rules have become a function rather than an agreement. Trust has become a product rather than a relationship. We do not speak – we function. In this study, we do not just criticise. We are mapping the way back: from depersonalisation to vision, from linguistic amnesia to words that recognise, from institutional automatism to human presence. We will talk about the physicality of dignity, the language of silence, the neuropsychology of trust, the teacher as a bearer of vulnerability and strength at the same time. This text is an attempt not to reform education, but to bring it back to life. Education without faces: how globalisation has erased the human being from pedagogy There is an alarming paradox: at a time when the global educational community declares "the human being at the centre", the human being itself is absent as a living presence in educational policy, pedagogical language, and the structure of educational experience. It has been displaced, delegitimised, replaced by functionality, roles, and indicators. Pedagogy is ceasing to be the art of shaping consciousness and increasingly resembles the logistics of servicing productive bodies, where the subject loses their voice and thinking loses its right to doubt.
73 chapter 3. Education Without a Face in the Age of Existential Deficit: How Globalization, Post-Truth, and the Politics of Meaninglessness Dehumanize Pedagogy CHAPTER 3 This is not a coincidence or linguistic inaccuracy – it is a symptom of globalised logic, which transforms education in the image of the market. The unification of standards, dependence on international ratings, the dominance of English-language formats and bureaucratic hyper-control – all this leaves no room for anything else, for anything untranslatable, for anything affective. And if education is subordinated to global economies, then humanity in it becomes a surplus that cannot be monetised or ranked [7]. Instead of a student, there is a client. Instead of a teacher, there is a provider. Instead of knowledge, there is an educational product. These transformations of language are not neutral. They recode the very essence of the pedagogical experience, reducing it to instruction and transaction. But there is an even subtler disappearance, less noticeable but more destructive. This is the linguistic blindness of education. We no longer know what to call those we teach. Between "pupil", "student", "user", and "client", the face is lost – not just an image, but an ontological identity. Once language loses its ability to address, it loses its ability to recognise. And then pedagogy turns into a system of neutral detachment, in which no one sees anyone anymore – only processes, products, data. In this sense, depersonalisation is not only a political effect but also a semiotic defeat. A system that has no language to denote dignity becomes a system that reproduces its absence. That is why it is important not only to criticise the reform but also to reformulate its discourse, to give it words capable of saying: I see you. As W. Welsh notes, the language of education has become technological, and pedagogy itself has become "post-anthropic" [7]. We no longer ask "What is a dignified person?", we ask "Does he or she meet market expectations?" This shift has profound psychological consequences. Students deprived of the right to make mistakes, to search, to feel anxiety, lose the ability to form an authentic inner "I". Instead, they construct an adaptive "I-competitor", shaped by the logic of external verification. As a result, we do not form a subject, we cultivate a cognitively functional shell that has nothing to do with empathy, dignity or responsibility for the future [8]. At a deeper level, this forms a pedagogy of alienation. Between the student and the teacher there is a contract, between thinking and the programme there is a template, between dialogue and the system there is a protocol. Education becomes silent not because it does not speak, but because it no longer listens. And this is the moment when the face disappears. As Levinas emphasises, true ethics begins when I encounter the face of another [9]. But how can I encounter what the system has learned not to see? No less destructive is the influence of administrative metalanguage, which substitutes meanings: "load" instead of "interaction", "contingent" instead of "community", "quality" as a digital abstraction without questions of dignity or freedom. The language of educational documents has become the grammar of objectification, in which the subject is transformed into an articulated code. This is no longer just functionalism – it is the semiotic erasure of humanity [10]. Such language not only reproduces structures of power – it constructs alienation as the norm. The teacher does not think about trust, he thinks about documentation. The student does
74 CHAPTER 3 Educational policy and reforms: the impact of globalization not talk about anxiety because there is no word in the system with which to articulate it. And this is where language loses its humanistic function – it is no longer recognition, it is control, verification, alienation. It is also important to pay attention to the affective disorientation produced by such an educational structure. When students do not see that their experience is valuable, when teachers are no longer a presence but merely a duty, an affective void arises that absorbs all motivation. People no longer want to learn – not because of laziness, but because they are not heard as subjects of pain and hope [11]. Globalisation, therefore, has not only erased cultural specificity – it has unified silence. What was once the ethical face of education – care, attentiveness, dialogue – has now been replaced by format, deadlines, and electronic chains of control. And that is why there is a need for not a cosmetic but an ontological reform of pedagogy: not about tools, but about encounter. Not about competence, but about dignity. Not about management, but about presence. As S. Krymsky writes, education without a sense of spiritual continuity, without a common horizon, without a language of coexistence, becomes a means of shaping a person without tradition, without a face, without a heart [12]. And so we must ask ourselves: what do we lose when we are no longer able to say to a student, "I see you"? And what will we gain if we dare to say it, despite all the institutional inertia? But perhaps the deepest loss we have experienced is the loss of the word that recognises. Not the word that informs, not the word that evaluates, but the word that addresses. Because pedagogy begins not with reform, but with speech in which the other feels: "you are". And if we really want to turn our faces back to education, we must begin by restoring dignity to speech. More on this later. About words that do not command, but listen. About silence that is not emptiness, but trust. About language that is capable of saying: I see you. Post-truth and the pedagogy of disconnection "To think does not mean to have thoughts. It means to be accountable to yourself and the world for what you believe to be true." (S. Krymsky). We live in an age when truth itself has become vulnerable. Post-truth is not just a political or media strategy, it is an ontological event in which trust, context and responsibility are disintegrating. In the field of education, this collapse takes on a particularly dangerous form – the pedagogy of disconnection, where knowledge loses its ethical quality and teachers lose their ability to be conduits of unifying truth. Education in the post-truth era does not directly deny truth – it dissolves it into an infinity of opinions, impressions and subjective positions. Everything has a right to exist, but nothing has power. In this situation, instead of seeking truth, students seek convenient interpretations, and teachers, in order not to be accused of "forcing truth", hide their intellectual position behind
75 chapter 3. Education Without a Face in the Age of Existential Deficit: How Globalization, Post-Truth, and the Politics of Meaninglessness Dehumanize Pedagogy CHAPTER 3 neutrality. This creates a new form of disconnection: a gap between knowledge and value, between words and reality, between education and life [13]. In such conditions, silence becomes the pedagogical norm. Not silence as depth, but silence as avoidance. The teacher does not dare to call war war, contempt humiliation, populism lies. And the student does not demand the truth because he no longer believes that truth is possible at all. This gives rise to affective amnesia – an emotional habit of not seeing reality in order not to suffer, not to take risks, not to be weak. Thus, the educational space is filled with forms without meaning, identities without subjectivity, and speech without responsibility [14]. In this world, lies encounter no resistance – they are quietly co-opted by the language of education, replacing complex questions with simple frames: "be tolerant", "remain neutral", "appreciate all positions". But such pseudo-pluralistic language does not liberate, it paralyses, because it gives no name to evil, good, strength or weakness. Education becomes a space of total cautious compromise – packaged consent to epistemological emptiness. As M. Nussbaum writes, democracy cannot survive without the ability to speak the truth – not as an objective formula, but as ethical fidelity to human experience [6]. Education that is silent about pain, injustice or distortion is not neutral – it is a participant in alienation. And this is where we encounter what Krymsky called "the loss of truth as the dominant force in culture". Post-truth is not an era without truth. It is an era where teachers are afraid to be truthful and students do not expect to hear the answer. The pedagogy of disconnection is not only something that breaks the relationship between teacher and student. It is something that disconnects a person from their inner moral compass. Knowledge is no longer born as a discovery – it is delivered as a commodity, neutral, safe, sterile. This approach excludes trauma – but it also excludes transformation. And without trauma and truth, there is no becoming. There is only a simulation of learning, in which no one believes anyone else, but everyone politely follows instructions. However, it is precisely at the moment of disconnection that a chance for a new connection arises – not based on sameness, but on trust. Trust is not consensus or tolerance. It is a willingness to be vulnerable to others without demanding guarantees. And this is where education can once again become a space of hope: where truth is not imposed but witnessed; where the teacher does not "have the answers" but shows the courage to be in the question. A return to truth is not a restoration of old authoritarian thinking. It is the discovery of a new pedagogy: ethical, linguistic, trusting. As S. Krymsky wrote, truth is not only what corresponds to facts, but what is internally binding. And this is the kind of education we strive for: not perfect, but honest within the limits of human imperfection. Pedagogy that does not see: the trauma of non-recognition "When the other ceases to be an event, I become a wall to myself." (S. Krymsky).
76 CHAPTER 3 Educational policy and reforms: the impact of globalization In modern education, it is not overt violence that is becoming more common, but silent violence. Not through humiliation, but through a lack of recognition. The student listens, but feels that they are not being heard. The teacher speaks, but does not believe that they are being seen. The classroom, the university lecture hall, even the Zoom lecture become a space of mutual absence, where everyone is physically present, but no one is truly there. This is not just psychological discomfort. It is a pedagogical pathology that A. Honneth described as the trauma of non-recognition: a situation in which the subject does not receive confirmation of their value, existence, or right to be [13]. In such conditions, learning ceases to be an interaction and becomes a procedure. The teacher becomes a speaker without an audience. The student becomes an audience without a listener. And both accumulate a deep anxiety: Is there any point in being here if no one sees me as a living person? Paradoxically, the external activity of the system is increasing: new standards, digitalisation, certifications, grants, inclusion policies. But inside, there is a lack of connection. We increasingly describe the student as a "multifaceted subject of the educational process" – and ask less and less: How do they feel today? Do they trust me? Can I call them by name without documentation? This disconnect between form and presence creates a void – affective, identity-related, ethical. We have learned to measure success, but not to see fatigue. We can calculate attendance rates, but we cannot answer the silent question: am I important to anyone here? And this is where trauma begins. It has no external manifestation. It spreads internally – as an experience of invisibility, as a slow loss of hope that someone will recognise your presence. The trauma of non-recognition is not a one-time act. It is a structural habit of the system to ignore a person as another universe. As neuropsychology shows, recognition activates the same areas of the brain as physical safety [14]. Lack of recognition is an alarm signal that the body and mind interpret as danger. In other words, we are not just dealing with a pedagogical mistake, but with neuropsychological destabilisation that undermines trust in the learning process itself. In this context, it is extremely important to refer to S. Krymsky, who wrote: "A person can endure pain, but cannot endure prolonged indifference. Because indifference is a silent expulsion from culture". And this is exactly what we have in education today: a silent expulsion of dignity through the indifferent norm of not noticing. But there is a way out. And it starts with the simplest thing – the act of pedagogical gaze. From the moment when the teacher does not just read a lecture, but meets someone with their eyes. When the student does not just listen – but feels that someone is looking to see, not to evaluate. This moment is not a technology or a skill. It is the ethics of presence, which cannot be simulated. Pedagogy that recognises this does not guarantee success. But it creates conditions in which a person dares to be themselves. And this is the highest form of education. Because dignity cannot be instilled. But it can be recognised. And this is already the beginning of a different kind of education.
83 chapter 3. Education Without a Face in the Age of Existential Deficit: How Globalization, Post-Truth, and the Politics of Meaninglessness Dehumanize Pedagogy CHAPTER 3 Conclusion: putting people back at the centre of discourse. The irony of the technocratic era is that, in its quest to improve education, it is gradually betraying its highest value: the formation of the Human Being. Language is not neutral in this process. As we have shown, from P.-M. Foucault and P. Ricœur to M. Buber, W. Welsh, W. Benjamin, H. U. Gumbrecht and S. Krymsky, various thinkers agree that language reflects our power, ethics, culture and even our memory of ourselves. Therefore, the struggle for the humanisation of educational discourse is a struggle for the soul of education. A culture of dignity begins with words. If we want a pedagogy of coexistence, a pedagogy of trust and freedom, we must first learn to speak the language of freedom and trust. This requires courage – after all, it is easier to hide behind familiar bureaucratic formulations than to call things by their proper names. But it is precisely this linguistic courage that paves the way for real change. To paraphrase H.-G. Gadamer, understanding in education is not the transfer of information, but coexistence in the linguistic horizon. Therefore, by changing the linguistic horizon – cleansing it of the toxic fumes of technocracy and filling it with the oxygen of humanity – we will prepare the ground for a new educational reality. An educational discourse that does not betray but protects the individual is possible. It will be ironically free from bureaucracy, yet deeply academic in content; conceptually strong, yet understandable to the heart. It is a language in which words regain their aura – because behind them lies respect for the individual. In this language, the "contingent" once again becomes a community of students, "service" becomes a calling, and "capital" becomes dignity. And then, perhaps, education will fulfil its mission: not only to impart knowledge, but also to preserve and multiply humanity in a world that desperately needs it. Returning people to words: the language of trust, reciprocity, and recognition "Words are not just a means of communication. They are the presence of culture preserved in speech, which recognises the human being." (S. Krymsky). How we lost our voice. In modern education, words too often become a function. They perform, transmit, instruct – but rarely address. The shell of speech, once intended for encounter, is now increasingly used as a tool for conveying instructions, motivations, policies, and programmatic positions. In fact, 21st century education has learned to speak beautifully about values without addressing any individual. Somehow, words have become public but not intimate, and we know how to speak to the "seeker" – but not to you. The real irony is that every time reforms try to "improve communication in the educational environment", we get another instruction – not an appeal. The education system speaks, but no longer hears itself. It speaks a lot, competently, KPI-approved – but lifelessly. And here we cannot help but recall M. Buber, who warned: language without relevance is pseudo-language, it is "I–It" rather than "I–You" [17].
84 CHAPTER 3 Educational policy and reforms: the impact of globalization P. Ricœur: Speech as an ethical act. For P. Ricoeur, speech is not a channel of information, but an act of ethical responsibility. Speech always includes the Other: the one we address, the one we recognise, the one we respond to. And everyone who speaks bears moral responsibility for the reality they create. By calling someone a "contingent", we do not simply reduce them – we exclude them from the circle of moral vision [17]. A university that talks about "educational services" is not addressing individuals, but an administrative phantom with which it is comfortable to communicate only in the language of acts. And when such language becomes dominant, the very idea of personal address is devalued. P. Ricœur would not be enthusiastic about modern educational brochures. But he would ask not "Where is the truth?" but "Who is speaking here? And to whom are they addressing themselves?" M. Buber: The Word That Sees. M. Buber built his philosophy around one simple but radical statement: only where there is "I–You" is human reality possible. In the "I–You" space, the word acquires the ability to touch. It is not a function, but a gesture, an intonation, a tremor of presence. A word spoken as "You" will never betray – because it does not describe, but encounters. This is the essence of pedagogical dignity: to see and be seen through language. M. Buber would not be surprised that in the era of Zoom education we speak into emptiness. But he would remind us: sometimes silence in the classroom speaks louder than a sixteen-slide presentation. S. Krymsky: The memory of culture in one sentence. For S. Krymsky, words are not just a means of communication. They are a form of cultural memory in which the spirit of generations lives on. When we say "student", we mean not only a status, but also the image of someone called to learn, as a meaningful event of being. And if we replace this word with "contingent", we are not just changing the vocabulary. We are depriving the educational space of memory, continuity, and depth. S. Krymsky emphasised: "Where the dignity of speech is lost, alienation begins as a style of culture". When we say "academic community" instead of "contingent", it is already an act of resistance. A small linguistic liberation. A drop of return. E. Illouz: Trust as affective sincerity. E. Illouz, analysing contemporary culture, speaks of a crisis of sincerity. We are afraid to be authentic because the society of emotional capitalism demands controlled emotionality. In education, this manifests itself as professional detachment, pseudo-impartiality, and emotionally faceless "correctness". But true trust is not about sterility. It is about the risk of being in a word that guarantees nothing but means everything. When a teacher addresses the audience not as a "group" but as individuals, they may make mistakes – but these will not be insincere. E. Illouz says that emotional sincerity is not a weakness, but a condition of human truth. P. Palmer: Pedagogy that listens.
85 chapter 3. Education Without a Face in the Age of Existential Deficit: How Globalization, Post-Truth, and the Politics of Meaninglessness Dehumanize Pedagogy CHAPTER 3 P. Palmer, in his pedagogy of wholeness, puts it simply: "Teaching is not the transmission of information, but the presence before truths that are greater than ourselves". This means that pedagogical speech should be open, listening, not completely controlled. The language of education should not sound like a Google calendar. It should be a little tremulous. A little alive. A little ours. P. Palmer says that fear is the main barrier to dignified speech. Because we are afraid of not knowing, of making mistakes, of saying something that is not protocol. But to acknowledge this fear – and still speak from the heart – is an act of pedagogical courage. H.-G. Gadamer and H. U. Humbrecht: Language as co-existence. In his hermeneutic project, H.-G. Gadamer argued that understanding is only possible in dialogue, when we are ready to listen as if the Other might be right. H. U. Gumbrecht adds: understanding is not just deciphering meanings, but being present. Therefore, educational language that strives for dignity is not one that explains, but one that is present. It does not proclaim, but shares breath. Glossary of linguistic return. We already began this process in the previous section, and here we continue: 1. Bureaucratic expression – Linguistic alternative of the culture of dignity. 2. Contingent – Academic community. 3. Human capital – Personal dignity in development. 4. Effectiveness of learning – Meaningful depth of learning experience. 5. KPI – Dynamics of meaning and growth. 6. Quality of education – Harmonious personal growth. 7. Educational service – Call to joint learning. 8. Professional neutrality – Presence with recognition of others. When speech returns, personality returns. A language that recognises others does not need protocol. It is not rushed. It breathes. A word that can say "you" already transforms learning into an encounter rather than a function. This is not pathos, not a metaphor – it is the deepest work of a culture of dignity, which begins with a phrase that sees. S. Krymsky wrote: "There is no other way to a person except that which is paved with words, with an address that recognises". We must not simply bring people back to education. We must bring them back to sentences. To addresses. To language that does not betray. "Let me be inspired", said education itself, which finally took off its formal clothes, stood barefoot and asked, "Let me be alive again". The poetics of education as the ethics of listening "Culture begins with learning to hear not only ourselves." (S. Krymsky). In an age when everyone speaks but no one listens, pedagogical listening becomes a radical act of humanity. It is not a communication skill or a soft skill. It is an ethical act, profound and
86 CHAPTER 3 Educational policy and reforms: the impact of globalization defenceless. The ability to listen in education is not a method, but a prerequisite for a dignified encounter in which the Other has the right not only to speak, but to exist in the word without having to fight for it. Listening is a way of recognising the other as a source of truth, not as a backdrop for one's own expertise. Listening is a renunciation of the monopoly on meaning. And that is why true listening is always a little dangerous: it changes the listener. H.-G. Gadamer: Dialogue in which truth lies between. H.-G. Gadamer emphasised that understanding is never the act of a single subject. True understanding arises in dialogue, in the "fusion of horizons" – when my experience encounters yours, and we are both no longer the same as we were before [18]. To listen means to admit that the Other may be right. It does not mean to agree. It means to open the door to a meaning that is not mine. And when we transfer this to pedagogy, it becomes obvious: a teacher who does not listen does not teach – he reads a monologue against the backdrop of living beings. Listening is a refusal to finalise meaning. Therefore, in an educational space dominated by control, protocols and standardised answers, listening seems suspicious. Because where there is listening, there is a chance for the unexpected. And that means freedom. The irony is that many universities already offer courses in "critical thinking", but there are almost no courses in "critical listening". Because listening is not as prestigious as speaking. H. U. Gumbrecht: A presence that cannot be measured. H. U. Gumbrecht introduces a bold idea into pedagogy: not everything that is important can be represented. There is something that cannot be explained, translated into numbers or texts. This is presence. When we listen, we do not just perceive information. We are there, we share the silence, we create a space in which the Other is not afraid to appear. H. U. Gumbrecht calls this "presence production" – an act in which we allow things to be around us without demanding meaning or productivity from them [18]. In the classroom, this means that a teacher who listens is not just a "tolerant" educator. They are someone who creates an environment in which students dare to speak truthfully. Not for evaluation. Not for approval. Simply to be heard. P. Freire: Listen to those whom no one has heard. P. Freire warned: the silence of the oppressed is not the absence of a voice. It is the absence of a listener. In the pedagogy of oppression, the teacher is the microphone of the system, not the ear of the person. But when we listen to the student not as imperfect, but as an equal partner in the search for truth, we open up a space for liberation. Listening is the first step towards dignity. Because liberation does not begin with slogans, but with someone daring to speak, knowing that they will not be interrupted. Listening is a way to give space to trauma, experience, memory – without interpretation or correction. Sometimes the best pedagogical action is not to respond, but to leave a silence in which the word is still maturing.
87 chapter 3. Education Without a Face in the Age of Existential Deficit: How Globalization, Post-Truth, and the Politics of Meaninglessness Dehumanize Pedagogy CHAPTER 3 S. Krymsky: Silence that acknowledges. S. Krymsky wrote: "There is the silence of indifference and the silence of love. The first erases. The second acknowledges". In pedagogy, silence is usually interpreted as a failure: the student did not answer, the teacher did not continue, time stopped. But in a culture of dignity, silence is a form of listening, of coexistence without pressure. It is not silence as the absence of sound, but silence as a space where one can be uncertain, weak, incomplete – and not be devalued. The educational poetics of silence is when we listen not only to words, but also to the silence between them. In a classroom where there is such silence, a student can feel for the first time in their life that they are not being evaluated – they are being waited for. Poetics as ethics: speech that does not interrupt. Poetics in education is not decoration or style. It is a form of respect. When words do not cut, but open. When intonation does not dictate, but invites. When a phrase sounds not like a command, but like a gentle unfolding of space for the Other. Poetics is not about "saying it beautifully". It is about saying it in such a way that the Other can be there. Poetic thinking is when you do not try to say everything at once. It is when you leave room in a phrase for the other to breathe. It is when a sentence does not close off meaning, but opens the door to it. Glossary of listening: 1. Educational stamp – Alternative to the culture of dignity. 2. Conducting a class – Co-presence in the space of meaning. 3. Knowledge control – Supporting development. 4. Lecturer's monologue – Open search dialogue. 5. Activation of attention – Invitation to mutual listening. 6. Student response – Meaningful event of the meeting. 7. Speech methodology – Ethics of listening. Afterword: to listen is to believe that the Other exists. Listening in education is not a technique. It is an anthropological position. It is a statement: I believe that you exist, even if you are still silent. It is a willingness to wait, not to rush, to let words happen. The poetics of listening is when you don't just let the Other speak, but allow them to be. At a time when the language of education increasingly sounds like noise, listening becomes an ethic of resistance. And if we return this ethic to the heart of pedagogy, perhaps education will begin to speak with us again. And not just to us. "There is silence that erases. But there is silence that embraces." (S. Krymsky). Silence in the classroom: presence without domination Among all educational tools, the least understood remains... silence. It is either seen as a technical pause – "a moment for recording" – or as a symptom – "students are inactive". But in
88 CHAPTER 3 Educational policy and reforms: the impact of globalization a culture of dignity, silence is a place of presence where the teacher does not demonstrate, does not pressure, does not control, but simply is. Silence does not always mean passivity. Sometimes it means a willingness not to destroy the Other with a ready-made answer. H. U. Gumbrecht wrote about physical presence as "the effect of resonating silence" [19]. Educational silence is not a breakdown in communication, but an internal pause for the birth of meaning. Not everything has to be said. Some things have to be endured. In such silence, the teacher ceases to be a source of knowledge and becomes a condition for the unfolding of the student's thinking. It is a silence that does not correct. It believes in the process of maturation. It is silence as a form of respect that sounds louder than any explanation. S. Krymsky spoke of "ethical silence" as a space where words have not yet become dominant, but are already an invitation. Sometimes being silent nearby is saying, "I am here. And I will not demand that you respond immediately". Silence without coercion. There is silence that oppresses – the silence of fear. And there is sacred pedagogical silence. This is where students do not "give the right answer" but listen to themselves for the first time. This is when the classroom becomes a place of internal dialogue – uninterrupted by the clicking of slides. Paradox: the best questions come not when you ask them, but when you don't interfere with them coming. A brief summary – not with your voice. Being present does not always mean speaking. Sometimes it means being there without taking up space for the Other. Silence is not empty. Silence is full of trust. 3.3 Dignity as a methodology Dignity: not a slogan, but the epistemology of coexistence "Dignity is not something that is declared. It is how you treat the Other when no one is keeping score". Dignity is a word with a public biography: it is displayed in manifestos, incorporated into codes of corporate ethics, and used to embellish reform strategies. But the louder it is proclaimed, the more often it loses its ability to look you in the eye. In pedagogy, dignity risks becoming a "label of humanism" which, in essence, often changes nothing in the structure of relationships. We propose something else: to see dignity not as a slogan, but as a method of cognition, not as a declaration, but as an epistemology of coexistence. Because it is through dignity that we not only learn something about the Other – we never remain the same. We become someone new in the presence of the Other. This moment of transformation – subtle, not always noticeable, but deeply
89 chapter 3. Education Without a Face in the Age of Existential Deficit: How Globalization, Post-Truth, and the Politics of Meaninglessness Dehumanize Pedagogy CHAPTER 3 human – is the beginning of dignity as a cognitive experience. It is in this change, in openness to influence, that a new epistemology is born: not instrumental, but relational. Not object-oriented, but encounter-oriented. Traditional educational epistemology is tied to rationality, objectivity, and controlled knowledge. It presupposes a subject that observes, interprets, and evaluates. But in interaction with a living person, knowledge rarely arises as control. It appears where there is trust, openness, and a shared moment. Dignity is when I do not view you as an object of my certainty, but recognise your ability to be a source of meaning. The formula of the epistemology of dignity does not sound like "I know more", but rather "we create knowledge together, even if it puts us in an awkward position". And therein lies the radical difference between dignified pedagogy and its authoritarian shadow. But the shadow fears openness. Dignified pedagogy, on the contrary, trusts vulnerability as a space for thinking. That is why, when we rethink intelligence in the paradigm of a culture of dignity, we move away from the image of the "winner of the discussion". Intelligence is no longer a means of domination, but a form of hospitality, a way of inviting the Other into one's space of mental effort without requiring them to prove their worth. It is in this context that P. Palmer speaks of "the integrity of teaching" as a willingness not only to know, but also to be vulnerable in knowledge, as the courage of a teacher to be unprotected by a scheme, but present in thought. "A true teacher is one who risks being in knowledge rather than above knowledge" [20]. Decent pedagogy does not ask "Are you worthy of being heard?", it asks "How can I listen so that your opinion is heard?". This is not the intellect of a winner, but the intellect of a guest. One that opens up space – rather than appropriating it for oneself. Cognition as co-existence. Knowledge in a culture of dignity is always an encounter, not a monologue. P. Ricoeur argued that any knowledge about the Other is already an act of ethical influence [21]. In the educational space, this means that the teacher does not simply formulate the truth, but influences who their student can be within the limits of this truth. The epistemology of coexistence is when I think not about you, but with you. When I do not form an idea about you, I form an idea together with you. Here, knowledge is not transmitted – it matures in reciprocity. Not as an instruction, but as a mutual willingness not to have the last word. Anti-slogan. Dignity that really works never needs loud words. Its presence is felt not in manifestos, but in intonation, in the pause before answering, in the willingness to listen, even when it is uncomfortable. This is not a decoration of reform – it is an ethical mode of everyday life. Education in dignity is not about standards. It is about ensuring that no one is reduced to a standard. Dignity is not a bonus to a successful education policy. It is the point from which policy begins or falls apart.
90 CHAPTER 3 Educational policy and reforms: the impact of globalization An ironic postscript. The irony is that today the word "dignity" often appears in missions, on websites, and in university branding. But branding does not save from humiliation. And if objectification, contempt or hierarchical deafness reign in the internal communication space, no text can cover up the silence in which a person is invisible. Because dignity does not begin with a formulation. It begins with a gaze that does not evaluate but recognises. Affective pedagogy: presence, body, and responsibility "We teach not only the brain. We teach presence. And presence is always a body that feels something, even when it is silent". Why are affects important in education? Education has long tried to eradicate affect. It was built as if a person were only a mind, disconnected from the body. The less emotion, the more efficiency. The less body, the more objectivity. But the body does not disappear. It sits silently in classes, breathes in lecture halls, goes numb during exams, and gets tired when it is not heard. Affects are not the "emotional side of teaching". They are a fundamental condition of human interaction that either ignites thinking or blocks it. M. Nussbaum convincingly argues in her book "Political Emotions" that emotions are not subjective noise, but the ethical compass of democratic culture [22]. In pedagogy, it is the same: emotions do not interfere, they indicate whether there is a connection. If a student does not trust, they do not think, they defend themselves. The body in the classroom: presence without permission. M. Merleau-Ponty argued: "I am my body. I perceive, therefore I am physically present" [23]. The body is not just a "brain carrier". It is a subject of perception that constantly feels: safety, threat, pressure, silence, support or control. Pedagogy that ignores the body is pedagogy that misses the person. A student's body does not read the content of slides, but rather the tone of the teacher's voice, their fatigue, sincerity, presence or absence. The body is the first audience to react even before the brain has formulated "understood". Affective resonance: why it affects us. H. Rosa speaks of "resonance" as an existential criterion of authenticity: if an event does not affect you, you are not in a relationship with it. In pedagogy, this means that learning without affect is not a relationship, but a transfer of data. Affects are the echoes of truth in the body. When something bothers, moves, or irritates you, it is a signal: meaning has entered the zone of your living presence. And pedagogy that does not create resonance creates indifference. Indifference is the real loss of pedagogical connection. Responsibility is not control, but openness. P. Ricoeur interpreted responsibility as a response to the invitation of the Other [21]. In pedagogy, this means not "managing a group" but being in sensitive coexistence with it.
91 chapter 3. Education Without a Face in the Age of Existential Deficit: How Globalization, Post-Truth, and the Politics of Meaninglessness Dehumanize Pedagogy CHAPTER 3 The teacher should not control emotions. They should be open to their presence, recognising that in every pair there are not only notes, but also experiences of loss, anxiety, shame, inspiration – and that this is precisely what constitutes the content of the learning process. Control is fear of life. Responsibility is trust in life, even in its unpredictability. Modesty of presence. S. Krymsky wrote: "A teacher is not a demonstrator of knowledge. It is a person who has the courage to be present where others seek protection in patterns". [24] Presence does not mean being perfect. It means being human, embodied, tangible. Saying "I don't know" is not a weakness, but an example. Hearing a student's emotion is not emotional vulnerability, but ethical action. In a culture of dignity, emotions are not forbidden territory. They are a source of depth. The body is not a shadow of thought. It is a form of thought. And responsibility is not accountability. It is the ability to be together without hiding. Education for vulnerable people: trauma-informed humanism "We do not teach abstract minds. We teach people who have experienced loss. And continue to learn – even through pain". Trauma-informed as the ethics of acknowledging pain. Ukrainian education in the 21st century is forced to work with trauma that is not an individual pathology, but a mass experience. War, forced displacement, loss of home or loved ones, social turbulence, the legacy of post-totalitarian schooling – all of this affects the internal architecture of a student, even when they remain silent [25, 26]. Traditional academic culture was not prepared for such a scale of vulnerability. It thought in terms of "success" and "motivation", but did not ask: what to do when a person is barely holding on? The trauma-informed approach is not therapy, but the pedagogy of ethical listening. It recognises that learning is impossible when the brain is still in "survival" mode [25, 27]. Trauma-informed humanism is education that does not ask "why are you so weak", but asks "what happened to you – and how can I be there for you?". The teacher as a bearer of safe presence. In conditions of mass trauma, the teacher ceases to be merely a bearer of knowledge – they become a figure of safety regulation. Their voice, gaze, and reaction can either calm or activate triggers. The trauma-informed approach invites the teacher to a different presence: not as a judge or lecturer, but as a source of support that does not humiliate [28]. Neuropsychology confirms that when the brain is under chronic stress, its learning centres are blocked. Hyperactivation of the amygdala, suppression of the hippocampus, and disruption of cortisol regulation all make memorisation and thinking nearly impossible [29, 30]. Only the sense of security that comes from the presence of a stable, friendly figure allows the nervous system to "return" to learning.
92 CHAPTER 3 Educational policy and reforms: the impact of globalization A trauma-informed teacher does not "admit" a student to knowledge. They create a space in which the student can be present – with all their experiences, including pain. The educational environment: a space for re-traumatisation or healing? University is not just a programme. It is an environment that either heals or deepens wounds. Anything can be a trigger: the tone of the teacher, the atmosphere of the exam, the lack of choice, an unexpected task, silent humiliation in the group. Trauma-informed pedagogy asks not only "what we teach", but also how we remain silent, how we look, how we listen. Research confirms that spaces where students feel emotionally and physically safe have higher academic results, fewer dropouts, and greater engagement [31]. Simply implementing flexible deadlines, breaks for regulation, rooms for silence or psychological support will not "spoil students" but will make them capable of learning. The body remembers, and silence acknowledges. B. van der Kolk wrote: "The body keeps the score" [32]. Even when the mind wants to forget the trauma, the body reacts to signals as if they were a threat. And then the student is seemingly in the classroom, but in reality – in another reality: muffled, heightened, dominated by fear, shame, confusion. Dignity pedagogy must recognise these signals – alienation, avoidance, withdrawal – and not perceive them as "problematic behaviour". Trauma-informed means seeing the person, not just their reaction. Sometimes the most important gesture is silence. Silence that does not rush, does not force a response, does not pressure with a "plan". It is silence that is close by. S. Krymsky called this "silent solidarity" – a presence that acknowledges suffering without objectifying it [26, 33]. Academic coldness as a form of defence. Paradox: it is precisely those who should be most sensitive to vulnerability – the academic community – who have often cultivated a culture of "neutral detachment". Professionalism has been equated with coldness. Objectivity – with disembodiment. But in reality, it is a defence against affect. Against the fear of not being able to cope if you allow yourself to feel [31], [34]. Trauma-informed pedagogy does not reject reason. It simply does not reject the person who cries under its weight. Pedagogy of empathy and trust: an investment in recovery. Empathy is not weakness. It is a condition for resilience. Trust is not naivety, but an invitation to responsibility without humiliation. Trauma-informed humanism is not about comfort. It is about recognition that gives strength. A student who feels seen is more likely to learn, take risks, try, make mistakes, and not disappear from the classroom – because it no longer seems hostile [31, 35]. Education without dignity repeats trauma. Education with dignity opens up the future. Psychoanalysis of pedagogical fear: what is repressed and why it is silenced. "Pedagogy that fears its own humanity represses not only emotions – it represses itself".
99 chapter 3. Education Without a Face in the Age of Existential Deficit: How Globalization, Post-Truth, and the Politics of Meaninglessness Dehumanize Pedagogy CHAPTER 3 listen and a student who allows themselves to think aloud for the first time – without fear of being wrong. Education that has not yet lost its face. In our age of existential deficit, education risks becoming a mechanism for controlling behaviour, and the teacher a moderator of algorithmic maturation. But we still have a chance. A chance to create a pedagogy where standards do not shape people, but people rethink standards. Where competence is not the ticket to dignity, and dignity is the beginning of any competence. The future is not a year on the calendar. It is the moment when it becomes possible to ask the audience: "Who are we when we are no longer afraid to think together?". Hope is not an emotion. It is a form of ethical stubbornness. Hope is not "everything will be fine". Hope is when, even if things are not fine, I will still be there. With the student, with myself, with meaning. When it is not about salvation, but about presence in a world that has not yet given up on reciprocity. Resistance is when we continue to be human beings, despite algorithms. When education is not about "implementing innovations" but about being there. Conclusions Where humanity has not yet been lost. "Education is not about skills. It’s about what will remain with us when everything else is gone". We began our reflections, looking confusedly at an education system that had lost its identity. We encountered post-truth, which had erased language. We saw teachers who were tired of being alive. We listened to silence, which was not always sympathetic. We called things by their names – not to accuse, but to see. In this section, we did not write about reform. We wrote about people, personalities in education. Not those who are "graduating", "studying", or "being assessed". But those who feel. Breathe. Search. Fear. Believe. And remain. Perhaps this is the most risky act in pedagogy: not to introduce innovation, but to remain present – where it hurts, where it is embarrassing, where you do not know. Because this is where dignity is born: not from victory, but from the fact that you did not run away. Thank you to everyone who was here – with all your meanings, touches, and efforts. This is not just text. This is a space where people have not yet been lost. And if they are still here, then it is still possible to start talking again. It is still possible to listen. It is still possible to teach – not instructions, but coexistence. Silence. Breathing. And that is already pedagogy.
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103 CHAPTER 4 CHAPTER 4 Managing Staff Development in Higher Education Institutions through the Lens of the "Economics of Happiness" Abstract The chapter examines the problem of managing staff development in higher education institutions within the framework of the "Economics of Happiness" theory. It analyzes approaches to understanding the phenomenon of the "Economics of Happiness" in socio-humanitarian discourse and outlines its connection with human resource management theories. It is emphasized that in higher education, where people represent the key resource, the task is not only to foster professional competence but also to create conditions for sustaining emotional well-being and life satisfaction. The results of empirical studies on the satisfaction levels of higher education staff and the factors influencing them are presented. Staff development is considered both as a challenge and as a resource for enhancing university effectiveness. Innovative management practices are proposed, aimed at cultivating a culture of trust, engagement, and recognition, as well as mechanisms to reduce professional burnout and strengthen organizational resilience. The chapter concludes that integrating the principles of the "Economics of Happiness" into staff development management contributes not only to improving the quality of the educational process but also to ensuring the sustainable development of higher education institutions as a whole. KEYWORDS Economics of happiness, human resource management, staff development, higher education institution, emotional well-being, professional burnout, organizational resilience. The economics of happiness is a new direction in economic theory that has emerged in recent decades in connection with criticism of GDP and related indicators. Within this direction, alternative indicators have been and continue to be created that allow determining development and ensuring balanced economic growth in a given country. Attempts to identify the interdependence of the socio-political development of countries and the happiness of the population were made by Y. Yarmolenko, E. Vorobyov, and T. Demchenko, DOI: 10.15587/978-617-8360-20-7.CH4 Nataliia Sas, Lada Samarska, Anna Fastivets, Svitlana Lysenko, Lidiia Cherednyk, Tetiana Bielska © The Author(s) of chapter, 2025. This is an Open Access chapter distributed under the terms of the CC BY license
104 CHAPTER 4 Educational policy and reforms: the impact of globalization who formulated the economics of happiness as a new economic paradigm. The components of the happiness index, their scaling, comparison of different countries in terms of happiness indicators, and the analysis of Ukraine's status according to the happiness index were carried out by O. Cheromukhina, E. Diner, M. Seligman, and A. Ivanova; the analysis of the subjective component of the happiness index, the classification and description of the archetypes of happiness were carried out by N. Sas, L. Samarska, N. Yeromina, N. Kargina, and S. Mitsuga. The level of happiness and factors influencing its dynamics in higher education institutions in Ukraine were analysed by G. Novosad, V. Slotina-Chorna, M. Shulga, O. Voloshok, L. Nozdrina, N. Plakhotnyuk, K. Levkivska, O. Makarevich, A. Kravchenko and others. The possibility of managing happiness was explored by J. Olds and P. Milner, R. Puri, U. Lushch, and Y. Smirnov. Agile management and the theory of happiness management were developed by Y. Appelo. Individual components of happiness management in the context of innovative activity were revealed by S. Ilyashenko, Yu. Shipulina, N. Ilyashenko, N. Sas, G. Komarnytska, O. Grynenko, D. Kovtunenko. Despite the attention paid to the above issues, the problem of managing the development of higher education institution staff in the context of the theory of the "Economics of Happiness" has not been systematically addressed, which has made scientific research in this area particularly relevant. 4.1 The level of happiness as an indicator for determining, assessing and comparing the socio-economic development of countries A number of international events indicate that the level of happiness is increasingly used to determine, assess and compare the socio-economic development of countries, and also serves as a goal for the activities of national governments. The term "gross national happiness" (GNH) was coined in 1972 by S. Mansholt, one of the founding fathers of the European Union and the fourth president of the European Commission. It is no coincidence that the anthem of the European Union is the instrumental part of the song "Ode to Joy": music by L. van Beethoven (Symphony No. 9, first performed in Vienna in 1824), lyrics by F. Schiller (written in 1785). The second article of the US Declaration of Independence (adopted by the Continental Congress on 4 July 1776) states that all people are created equal and endowed by their Creator with certain inalienable rights, including life, liberty and the pursuit of happiness. To secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed. That whenever any form of government becomes destructive of these ends, it is the right of the people to alter or abolish it, and to institute new government, laying its foundation on such principles and organising its powers in such form, as to them shall seem most likely to effect their safety and happiness [1]. Thus, the pursuit of happiness was declared to be the right of every
105 chapter 4. Managing Staff Development in Higher Education Institutions through the Lens of the "Economics of Happiness" CHAPTER 4 person; the task of the government is not to hinder the pursuit of happiness and, moreover, power must be organised in forms that best ensure the pursuit of happiness. However, the declared provisions regarding happiness did not become a targeted programme or system of action, but turned into the so-called "American dream". In 2005, the International Institute for Management Development first proposed the Gross National Happiness and Well-being Index (GNW/GNH). The GNW/GNH Index was proposed to help define and evaluate socio-economic development. On 18 July 2008, the adopted Constitution of Bhutan recognised the Gross National Happiness Index as the goal of the Bhutanese government. This term corresponds to the Buddhist idea that the ultimate goal of life is inner happiness. The components of gross national happiness are: economic self-sufficiency, pristine environment, preservation and promotion of Bhutanese culture, and good governance in the form of democracy. This is the first example of a government setting a goal of increasing the gross national happiness index and defining its components. The achievement of the goal is ensured by a targeted strategy to achieve each of the indicators. In the context of the issue under consideration, we believe it was important to examine the components of the measurement system (indices and indicators) for quantitative and qualitative assessment of the level of happiness. Despite the lack of clarity and consistency in the systems for measuring happiness available to the author, their analysis revealed that the UN SDG indicator system highlights indicators of institutional aspects of sustainable development (policy programming and planning, scientific research, international legal instruments, information provision, and strengthening the role of key population groups). The latter makes it possible to identify the direction of progressive development – the orientation of countries' policies towards creating economies based on the "prosperity for all" model [2]. The European indicators of sustainable cities (ECI) include "citizen satisfaction with the city", and the use of the human well-being index is gaining momentum. The proposed calculation of sustainable development does not take into account the happiness index, but we consider these examples as elements of movement in the desired direction (assessment of the level of happiness). In 2011, the UN General Assembly adopted a resolution entitled "Happiness: a value-based approach to development" [3]. Participants in the round table on "Government & Happiness", organised at the World Economic Forum in Davos (2019), focused on the need for the government to care about the happiness of its citizens [4]. The World Happiness Report is compiled annually as part of a UN initiative [5]. The happiness index is calculated based on objective indicators. The jury members take into account indicators such as GDP per capita, social support, life expectancy, people's sincerity, perception of corruption, etc., without considering the attitudes of specific individuals. The rankings are published annually in February and reflect the situation for the previous year. However, such calculations are proposed from the point of view of objectivists, top managers, management geniuses, a small number of whom know how to measure the happiness of everyone (the whole world, all peoples). This
106 CHAPTER 4 Educational policy and reforms: the impact of globalization corresponds to the view that discoveries are made by individuals – geniuses, while the rest are those who follow the geniuses. This view, while having a basis, is not ideal. And geniuses, as history shows, have been both positive and negative. As a Ukrainian, the author was interested in the dynamics of Ukraine's happiness index for 2006–2019 (Fig. 4.1). Fig. 4.1 Dynamics of Ukraine's happiness index for 2006–2019 The dynamics of happiness indices are indicative for every Ukrainian. In particular, according to the results of the World Happiness Report, which has been presented annually (since 2012) by the UN Division for Sustainable Development, the bar chart (Fig. 4.1) shows a decline in Ukraine's happiness index in 2014–2016. In 2020, Ukraine ranked 123rd out of 153 countries, in 2021 it was 110th, in 2022 it was 98th, and in 2023 Ukraine ranked 92nd. In 2024, Ukraine ranked 105th in the World Happiness Report. It then fell 13 places compared to 2023. In 2025, Ukraine fell six places compared to 2024, ranking 111th. V. Slotina-Chorna, I. Danyluk, O. Kupreeva, M. Shulga, and other researchers note a lack of happiness among the Ukrainian population. This is due to military actions in eastern Ukraine (since 2014), the occupation of Crimea, and the full-scale invasion (since 2022), which have affected every family (forced migrants, those who have died, been maimed, gone missing, been taken prisoner, forcibly deported, etc.). In addition, the following reasons for Ukrainians' low sense of happiness are indicated: two revolutions, the occupation of Crimea, financial crises, and a series of reforms, which are the cause of constant turmoil in society and sources of anticipation of bad news and uncertainty [6]. The degradation of the status of social groups, the collapse of the normative and value system, and the loss of social stability are reflected in the public consciousness in generalised negative associations related to the corresponding image of Ukrainian society, in the depressed state of social well-being of the population, high levels of anxiety, and the prevalence of various phobias. The public consciousness in Ukraine is currently dominated by uncertainty, confusion, disappointment, insecurity, nihilism, and indifference. However, processes of moral degradation, growing aggression, cruelty, and violence in society are particularly alarming. Against this backdrop, the level of mutual trust and solidarity in society is weakening [7]. In the author's opinion, these events and their consequences are stress-inducing factors. It is logical to assume that the stressful situation is intensifying for most Ukrainians. Thus, it is possible to hypothetically establish a direct link between the feeling of stress and the level of happiness: the higher the stress, the less happiness people feel.
107 chapter 4. Managing Staff Development in Higher Education Institutions through the Lens of the "Economics of Happiness" CHAPTER 4 The author's assumption is confirmed by the "Easterlin Paradox". In particular, Yu. Yarmolenko and E. Vorobyov note that on a global scale, there is evidence of the "Easterlin Paradox", which suggests that after a certain level of economic growth is reached, the relationship between income and happiness disappears. Thus, in the short term, the degree of economic development and the level of happiness correlate, but in the long term (10–34 years), this pattern does not work. Contrary to expectations, income growth over a decade does not make people happy [8]. E. Vorobyov notes the connection between the level of happiness not with absolute income, but with relative income, i.e. in comparison with other people [9]. This emphasises the importance of the subjective feeling of happiness. The results of a global study of happiness and political preferences showed that ordinary people want their governments to base their policies on the happiness of the population. Among the key findings of the report, the authors note: – 57.6% of respondents worldwide consider happiness and health to be the most important factors in their lives, even more important than material factors such as income or career success; – 85.4% of respondents worldwide expect their governments to play an active role in increasing the happiness of their citizens; – although the United States and Western European countries are among the happiest in the world, they also have the most pessimistic views on the happiness of future generations; – about 22% of the population hold deeply populist beliefs. According to V. Pinchuk, happiness offers a radical political narrative that focuses on the real and concrete issues of people's lives. It is a compelling new narrative and a much-needed way to bring people together in the struggle for a better future [10]. Most scientists agree that the economic component is the basis for ensuring human life. At the same time, economists T. Brittain, A. Clark, and A. Oswald prove in their research that unemployment reduces the level of happiness in the wider world, which explains why a significant percentage of people (80%) believe that the government plays a key role in achieving their happiness [11]. The importance of the subjective factor in assessing and feeling happiness is confirmed by the results of a happiness index study conducted by Gallup International, an association of independent research agencies. In Ukraine, the survey was conducted in early December 2020 by the Kyiv International Institute of Sociology [12]. In this study, the happiness index is calculated as the percentage of those who consider themselves happy minus the percentage of those who consider themselves unhappy, i.e. it is calculated solely on the basis of the subjective feelings of the respondents. The responses of Ukrainians surveyed showed a sharp decline in subjective feelings of happiness: 33% in 2019 and 14% in 2020. It is clear that the 2020 pandemic was another stress factor that had a significant impact. The limitation of the method used is that its results can only be considered relevant to the "here and now" situation. This is because the internal "local sense of happiness" can be influenced by situational, unconscious factors. In addition, being as subjective as possible, this system of measuring happiness records the state but does not set the direction of development.
108 CHAPTER 4 Educational policy and reforms: the impact of globalization We propose the following components of the subjective component of happiness, the consideration of which can overcome the limitations of the previous ones – to achieve constructiveness (it will be possible to compare dynamics and outline the direction of movement). In our opinion, the subjective component of the happiness index can be broken down as follows: stress, individuals' life values, life satisfaction [13]. According to G. Selie, stress is a non-specific response of the body to any demands placed on it [14]. During stress, along with elements of adaptation to strong stimuli, there are elements of tension and even damage. It was the universality of the "triad of changes" accompanying stress: a decrease in the thymus, an increase in the adrenal cortex, and the appearance of haemorrhages and even ulcers in the gastrointestinal tract mucosa that allowed G. Selye to hypothesise about a general adaptation syndrome (GAS), which later became known as "stress". Stress is accompanied by: a reduction in the thymus, an increase in the adrenal cortex, and the appearance of haemorrhages and even ulcers in the gastrointestinal tract mucosa. In other words, an increase in the incidence of disease among the population of any country under the influence of these functional changes in the human body may indicate social, economic and political tension in society, and therefore a decrease in the subjective feeling of happiness. Life and freedom are recognised as the most important and precious values. Therefore, a comparison of indicators of the duration and state of human rights and freedoms will indicate the level of happiness in a given country. It is quite logical to predict the possibility of controlling the level of happiness. Such possibilities are opening up on the basis of achievements in the field of neurobiology. A well-known experiment conducted by American behavioural psychologists J. Olds and P. Milner in 1954 was based on the study of the feeling of pleasure and the neural correlates associated with its attainment. As a result of the experiment, an important part of the brain called the "pleasure centre" was discovered [15]. The experiment involved rats sitting in a special box with electrodes implanted in the limbic system. Even when the animal was given the opportunity to independently regulate the sensation of pleasure by pressing a lever, the effect remained. In an effort to experience pleasure again and again, the rat pressed the lever, ignoring the actions necessary for survival (for example, denying itself food) until it died of exhaustion. Although experiments involving the implantation of electrodes in the human brain in the "pleasure centre" area were deemed unethical, the study of "pleasure centres" led to the discovery of a substance secreted in the brain during the process of obtaining pleasure – dopamine (and the possibility of increasing its secretion, for example, through physical exercise). Research by Japanese scientists opens up the possibility of objectively measuring the feeling of happiness using magnetic resonance imaging [16]. In particular, statistical analysis revealed a correlation between the level of happiness and the amount of grey matter in one area of the right hemisphere – the inner part of the parietal cortex (precuneus). It has been established that the precuneus is connected to other brain structures and is involved in integrating information about current internal sensations, memories of the past, and plans for the future. This new discovery will likely lead to the development of methods for enhancing feelings of happiness in people
115 chapter 4. Managing Staff Development in Higher Education Institutions through the Lens of the "Economics of Happiness" CHAPTER 4 leaving no opportunity to "sit back" at the workplace, which creates an innovative climate within the organisation and leads to a synergistic effect of idea generation. The implementation of Management 3.0 methods and principles in the management of modern companies in the context of innovative breakthroughs – the digitalisation of the economy, changes in the ways of social interaction in work collectives – can prepare for the modern challenges of economies 4.0 and 5.0. That is, the components of happiness management in an organisation (according to Y. Appelo) are: an innovative culture (an innovative climate within the organisation); the use of Agile methodology for product and service development; and, by default, experience and knowledge in the industry (in which the business operates). In general, the Agile methodology is represented by the following principles: leadership and responsibility, focus on customer needs, simplification of organisational structure and processes, working in short cycles, feedback, flexible planning. The leadership and responsibility of the manager, his or her desire for innovation, is the foundation of the organisation's corporate culture. An innovative culture is formed and manifested through the principles of team building, the topics of discussion at all meetings, the setting of strategic goals, and the mission and vision of the company. Focusing on customer needs (understanding customer desires, problems, preferences, etc.) allows for the creation of significantly higher quality solutions. Sessions (meetings) of all participants or a key majority of employees can become a form of collective opinion-forming, generating and testing different ideas, a place for "aligning understanding and focus", and a means of involving and motivating all participants. At the end of the meeting, all participants understand what they are doing, why they are doing it, and why it is important for the client. Simplifying organisational structure and processes is one of the cornerstones of Agile. The organisational structure, the processes that people work by, and the rules must be as simple as possible. All agreements and rules for a team of up to 9 people, current tasks for a couple of weeks, goals, and strategic plans can easily fit on 2–3 sheets of A4 paper. Managing dynamic states is ensured by an iterative-incremental approach. Work is carried out in small fixed time segments of one to four weeks. During a specified period of time, not just an intermediate result is created, but a working version of the product that can be used immediately (thus diagnosing the direction of movement). Feedback is important for any process, as it allows you to take into account experience (achievements, mistakes and losses) and adjust your work. Each area of activity begins with preliminary research (gathering preliminary information, experiments, etc.) and careful processing of feedback from them. Empowering employees increases motivation, develops the ability to make decisions independently and take responsibility for them, forms a readiness to act in an unorganised manner in unfamiliar situations, and reduces decision-making time (unlike organisations built on hierarchical decision-making, which are characterised by paralysis of will). For flexible planning, it is necessary to understand and analyse each business process. Continuous improvement is the path, not the goal, of Agile. In the affairs of a company, organisation, or production, there is always a challenge (problem, height) that must be responded to (prevented, achieved).
116 CHAPTER 4 Educational policy and reforms: the impact of globalization Since Management 3.0 does not deny the value of Management 1.0 and 2.0 tools, nor does it refute the theses established in them, the basic functions of Management 1.0 remain relevant: planning, organisation, motivation, control, coordination, accounting and analysis. One of the principles of the Agile methodology is continuous improvement, so, in our opinion, it is worth taking into account the modern changes brought about by Management 4.0 and Management 5.0. These include, in particular, the digitalisation and personalisation of management. It is believed that the Agile methodology, being flexible and innovative, is better implemented in start-up organisations than in formalised structures (e.g. government agencies whose activities are based on legislation). As a rule, educational institutions have a rigid pyramidal organisational structure. Innovative management of educational institutions is carried out within the framework of general management and is an integral part of it; the head of each educational institution plans innovative changes and implements them. Management innovations are implemented with the participation of managers and specialists from existing structural units who, depending on their place in the management hierarchy, perform certain functional duties, including the implementation of innovative programmes. The bureaucratic, formalised organisation and traditional management used in higher education institutions work well in certain situations (e.g., in a stable, renewable, predictable environment). At the same time, traditional management approaches hinder the implementation of Agile and the use of flexible methodologies. Alternative organisational forms of management include cross-functional problem-solving teams and the implementation of special organisational structures and infrastructure. Cross-functional (problem-solving) teams deal with specific tasks (e.g., developing mechanisms for implementing management innovations) and consist of competent employees within the scope of solving a specific problem. The activities of cross-functional teams are based on the principles of project management. The creation of specialised organisational structures is based on the fact that they themselves influence the performance of organisations. Specialised departments and divisions are created with the aim of ensuring the modernisation and development of educational institutions in the long term, implementing the priority areas of Ukraine's state policy in the field of education, and meeting the educational needs of citizens. They provide a complete innovation cycle (search for innovations, development, mastering, mass replication) and are aimed at increasing the capacity of teachers for innovative behaviour. Cross-functional groups and specialised organisational structures are much closer to the state of an emotional collective (start-ups, teams of like-minded people who are really creating something new) working towards a final goal. When solving problems that arise at any stage, these are the problems of all participants, and everyone who is capable of solving them is involved in the process. Agile can be applied (to one degree or another) in such formations. Since happiness management in an organisation is an innovative idea, it needs to be developed in line with the innovation process.
117 chapter 4. Managing Staff Development in Higher Education Institutions through the Lens of the "Economics of Happiness" CHAPTER 4 The author proposes the following stages of searching for and developing innovative changes in the management of an educational institution, which correspond to the classic search for innovations. Stage 1. Collecting and systematising ideas: – collecting information about achievements in science, changes in policy, technological changes in the management of the educational process, financial and economic activities, etc., about innovations from individual teachers, methodological associations, initiative groups, end consumers of education: students, parents, employers (interests, wishes, requirements, etc.); – analysing the results of monitoring the effectiveness of the components of the management system (management decisions, management technologies, organisational forms); – collection of information about the potential capabilities of the educational institution in terms of developing and mastering new management procedures, technologies, organisational forms, determining the degree and extent of risk; – gathering information about target groups whose lives, studies and activities will be affected by the innovation, and long-term trends in their development. Stage II. Selection of identified ideas and development of innovative ideas: – determining the possibilities for implementing innovative ideas; – clarifying the degree of technological similarity between new and traditional forms of management; – consideration of the compliance of the innovation with the development strategy of the educational institution. Stage III. Analysis of the economic efficiency of the planned innovation: – initial stage of innovation development (the idea takes the form of a specific project); – determining the temporal and spatial characteristics of the innovation, assessing its quality; – determining the costs (investments) for developing and implementing the innovation, as well as its sources of financing; – availability of necessary resources for innovation implementation: financial, human, material and technical; – terms of implementation of the innovation; – analysis and assessment of the profitability of the innovation. Stage IV. Development of innovation: – development of a specific innovation programme with the definition of responsibilities for the organisation's departments; – preliminary testing (testing within the department, verification of the effectiveness of the management mechanism, etc.). The traditional stages of research and development work and bringing them to prototypes when creating management innovations are usually absent. Based on a generalisation (the main stages of searching for and developing innovative changes; the stages of the process of developing and adopting a management decision on innovation; the institutional cycle of management activity; project technology), we propose the following algorithm for the permanent introduction of innovative changes in the management of an educational institution:
118 CHAPTER 4 Educational policy and reforms: the impact of globalization 1. Standardisation of the process of modernisation and introduction of new practices in the management of educational institutions. 2. Organisation of monitoring of external and internal driving forces of educational institution management. The task is to ensure that managers understand the need for change in a timely manner. 3. Determination of the most appropriate policy for introducing innovative changes for a specific educational institution. 4. Awareness of the importance, necessity and inevitability of future transformations by one of the members of the administrative team of the educational institution, i.e. the presence of a kind of "ideological inspirer and generator of future ideas". 5. Forming a team (this refers not so much to an administrative or managerial team, which is an indispensable and necessary condition for transformation, but rather a team of ideological supporters – from the teaching staff, students, parents, technical staff, the public, methodologically and technologically prepared to implement innovation). 6. Development of a project idea for the development of the educational institution. This is the choice of the object of innovation, which (choice) must be based on the vital needs of a particular educational institution and be clearly understood by the majority of participants in the educational process. 7. Creation of a project team for the implementation of new management techniques, technologies, etc., endowed with the necessary powers. 8. Determination of specific management actions to implement the developed idea, i.e., drawing up a plan or programme for its implementation. In this case, it is advisable to determine not only the implementation deadlines, but also the period for assimilation of the changes. 9. Motivating members of the teaching staff, students, parents, technical staff, providing the team with a reasoned explanation of the reasons, essence and expected consequences of the changes being introduced, and preparing the relevant categories of educational institution employees for innovative activities. 10. Implementation of managerial and organisational changes within the framework of the project, discussion of possible scenarios and consequences of the implementation of changes. 11. Assessment of the relationship between the identified innovative changes and other changes and tasks of the educational institution for the planned period. 12. Recording the parameters of the impact of the changes introduced on the effectiveness of the following processes taking place in the educational institution: main (educational and training), support (personnel, financial, methodological, material and technical support) and managerial (analysis, planning, organisation, motivation, control, etc.). If the changes have a negative impact, it is necessary to learn to make unpopular decisions, up to and including abandoning the project. 13. Upon completion of the project, it is necessary to analyse its target effectiveness and identify the main reasons for failure. Each management and organisational change implemented must be accompanied by the following set of documents:
119 chapter 4. Managing Staff Development in Higher Education Institutions through the Lens of the "Economics of Happiness" CHAPTER 4 – an analytical note (description of the situation, the need that prompted the changes); – business plan (description of future changes, justification for their implementation, analysis of alternative solutions); – order (decision to introduce changes, appointment of a project team); – change implementation project (planning documents, reports on the implementation of measures); – expertise of the results of change implementation. The final result and success of introducing innovations in the management of educational institutions depend on the quality of this stage. In the context of the chosen topic, the managerial aspect of happiness proposed by O. Lyashenko seems interesting, as managers are difficult to survey and rarely answer questions sincerely, taking into account the possible consequences of their own answers or statements. Since you can only manage what you can measure, O. Lyashenko suggests measuring "hot and cold happiness" yourself using a special "Management Happiness Radar" (a variation on the coaching tool "wheel of life") based on the Harrington scale. The following components are proposed: – planning/executing plans; – organising/coordinating; – motivating/being motivated; – controlling/being controlled; – belonging to an organisation/team/project; – being a leader/training leaders; – communicating/networking; – learning/improving qualifications. The author assumes that each component can be assessed by the manager independently or with the (cautious) involvement of colleagues on a scale from zero to ten points. After summarising the results, it is possible to determine (of course, not without elements of subjectivity) the overall "Degree of Managerial Happiness": – 64–80 points – you are exceptionally happy (managerial happiness – "ardent"); – 48–63 points – you are almost happy (managerial happiness – "hot"); – 32–47 points – you feel a slight lack of happiness (managerial happiness – "warm"); – 17–31 points – you feel a significant lack of happiness (managerial happiness – "cool"); – less than 16 points – you are "unhappy" (managerial happiness – "icy"). Noting possible factors influencing managerial happiness, the author highlights Russia's aggression against Ukraine and the world, the riskiness of management, which is growing exponentially, changes in the global security environment, the use of violence (terrorism, criminal activity, the organisation of so-called "civil wars", subversive activities, etc.), non-military means of influence (in the diplomatic, information, economic, financial, trade, social and other spheres) [38]. This significantly changes the focus of the perception of managerial happiness, especially when it comes to the awareness of the value of human life, against the backdrop of which the ambition of certain managerial decisions loses its significance.
120 CHAPTER 4 Educational policy and reforms: the impact of globalization For purely professional and managerial reasons for low levels of happiness among managers, the author emphasises the lack of clarity in management theory and practice. In Ukraine today, all known management models are in operation simultaneously: from 1.0 to 4.0. The management hierarchies of version 1.0 are successfully complemented by the superstructure of "soft" technologies of version 2.0, multiplied by the confusion of version 3.0, the insufficient formation of version 4.0, and the declarative nature of version 5.0. An analysis of theoretical sources and the practical application of happiness as an indicator for determining, assessing and comparing the level, process and technology of management shows that Ukrainian and foreign scientists and management practitioners are paying attention to the issues under study. However, the problems of managing the level of happiness at the level of an individual organisation are not considered. The importance of issues related to managing the level of happiness at the level of an individual organisation is confirmed by the dependence of the feeling of happiness on professional success; the possibility of managing it at the level of the state, an individual institution, organisation, or individual. 4.4 Systematisation and generalisation of theoretical data on personnel management based on the theory of the "Economics of Happiness" Since the theory of "personnel management based on the economics of happiness" is only beginning to take shape, let us summarise the information obtained from theoretical sources. The goal of the management corps of an organisation or institution is to increase the level of happiness of its members. The achievement of this goal is ensured by a targeted strategy (combining economic and subjective components). The economic component is determined by the specifics of the institution, organisation or production and the specifics of remuneration in a particular sphere of economic activity. The activities of the management team aimed at improving the efficiency of the organisation will indirectly affect the economic component of employee happiness. As a subject of financial activity, an organisation or institution may introduce financial and material incentives based on the results of joint activities, thereby increasing the economic component of employee happiness. In our opinion, the subjective component of the happiness index can be broken down as follows: stress, individuals' life values, life satisfaction [39]. Thus, the level of the subjective component will be indicated not only by the assessment (happy – unhappy), but also by the level of morbidity as a result of stress (reduction of the thymus, enlargement of the adrenal cortex and the appearance of haemorrhages and even ulcers in the gastrointestinal tract mucosa). An increase in the incidence of disease among employees under the influence of these functional changes in the human body may indicate social, economic, and political tension in an institution or organisation, and, therefore, a decrease in the subjective feeling of happiness. Life and freedom are recognised as the most important and precious values. Therefore,
121 chapter 4. Managing Staff Development in Higher Education Institutions through the Lens of the "Economics of Happiness" CHAPTER 4 a comparison of indicators of the duration and state of human rights and freedoms will indicate the level of happiness in a given organisation. Recognising happiness as a determinant of the success of management bodies is a guide for creating an organisation or institution whose management policy (economic, social, environmental aspects) results in the happiness of employees through the satisfaction of human needs (economic, social, environmental). From the point of view of the typology of happiness archetypes, we classify needs as follows: hedonism, eudaimonia, rat race, nihilism, subjective well-being [13]. These typologies of happiness and their carriers do not exclude the need to satisfy Maslow's needs, but they significantly expand the range of attention of management teams and organisational policy regarding their variability. The implementation of electrotherapy or meditation classes is not enough from the point of view of the typology of happiness. For example, for hedonists, comfortable and beautiful housing, clothing, food, etc. are important – the start of the development of relevant industries and their stimulation (not only safe, but also beautiful and aesthetic). For eudemonists, it is important to have conditions for the development of various abilities – moral, intellectual, social, etc. The task for management teams is to create appropriate opportunities, conditions and access to them. Participants in the "rat race" are able to keep up with the frantic pace of achieving their goals, but obviously require a high level of service (in catering, healthcare, education, technical services, etc.) (not only safe, but also fast). We assume that developed services will attract the attention of representatives of other behavioural typologies of happiness. Everyone is both a user and a producer, and the task of management teams is to support and stimulate the constructive and limit the destructive (in terms of compliance with laws, environmental expediency, and sustainable development). We assume that in any organisation there are representatives of different archetypes of happiness; we assume that the typology of archetypes will develop over time. Thus, the level of happiness becomes a factor for comparing the dynamics of the development of organisations and institutions and the goal of management teams. We consider happiness management in an organisation to be a task for the management team: to increase the level of happiness of the members of the organisation or institution [18]. From a marketing perspective, different archetypes of happiness (hedonism, eudaimonia, rat race, nihilism, subjective well-being) and their representatives are none other than different customer groups, the satisfaction of whose needs allows for better solving of the tasks (achievement of happiness) of the user, enterprise, organisation and society as a whole. Further research, in our opinion, lies in the study of the characteristics of needs (primary and secondary, absolute and relative, higher and lower, positive and negative, general and specific, urgent, private, individual and group, etc.) and the development of an assortment matrix of services for each archetype; researching existing experience and developing practical ways of using available resources to ensure that future generations can also be happy; developing a conscious attitude towards the fact that natural resources are shared by all living things on the planet, and that meeting needs (in all
122 CHAPTER 4 Educational policy and reforms: the impact of globalization their diversity) also requires our "younger brothers"; creation of an appropriate scientific and practical platform for bringing together like-minded people – representatives of various fields of activity. Happiness management – the application of management methods 3.0, 4.0, 5.0. These are contained in the following provisions: all companies are networks (regardless of the hierarchical structure of the company), and management primarily affects people and their relationships; replacing the idea of an organisation as a hierarchy with the concept of multiple network relationships and interactions within any organisation and focusing management on these networks. When working with personnel in an organisation, it is important to pay attention to the following tasks: engagement, empowerment, compliance with boundaries, continuous improvement, competence, and structure using "digital technologies". Management 3.0 relies on the initiative of each employee, leaving no opportunity to "sit back" at the workplace, which creates an innovative climate within the organisation, leads to a synergistic effect of generating ideas, and the gradual introduction of Management 3.0, 4.0, and 5.0 into the management practices of modern companies in the context of innovative breakthroughs – the digitalisation of the economy and changes in the ways social interactions take place in production teams and organisations. 4.5 Personnel development management in the context of the theory of the "Economics of Happiness" as an innovative management practice Since personnel development management in the context of the "Economics of Happiness" theory is an innovative idea, it requires development in accordance with the innovation process. The author proposes the following stages of research and development of personnel development management in the context of the "Economics of Happiness" theory, which correspond to the classical search for innovations. Stage 1. Collecting and systematising ideas: – collecting information on personnel development management in the context of the "Economics of Happiness" theory in science, policy changes, technological changes in theoretical and periodical sources, from individual teachers, methodological associations, initiative groups, and end consumers of education: students, parents, employers (interests, wishes, requirements, etc.); – analysing the results of monitoring the effectiveness of management system components (management decisions, management technologies, organisational forms) in relation to personnel development management in the context of the "Economics of Happiness" theory; – collection of information about the potential capabilities of organisations and institutions in terms of developing and implementing personnel development management in the context of the "Economics of Happiness" theory (new management procedures, technologies, organisational forms, determination of the degree and extent of risk);
123 chapter 4. Managing Staff Development in Higher Education Institutions through the Lens of the "Economics of Happiness" CHAPTER 4 – collecting information about target groups whose lives, education and activities will be affected by personnel development management in the context of the "Economics of Happiness" theory, and long-term trends in their development. Stage II. Selection of identified ideas and development of innovative ideas for personnel development management in the context of the "Economics of Happiness" theory: – determining the possibilities for implementation in terms of personnel development management in the context of the "Economics of Happiness" theory; – determining the degree of technological commonality for personnel development management in the context of the "Economics of Happiness" theory and traditional forms of management; – consideration of the compliance of personnel development management in the context of the "Economics of Happiness" theory with the development strategy of the educational institution. Stage III. Analysis of the economic efficiency of personnel development management in the context of the "Economics of Happiness" theory: – the initial stage of innovation development (personnel development management in the context of the "Economics of Happiness" theory takes the form of a specific project); – determining the temporal and spatial characteristics of personnel development management in the context of the "Economics of Happiness" theory, assessing its quality; – determining the costs (investments) for the development and implementation of personnel development management in the context of the "Economics of Happiness" theory, sources of its financing; – availability of the necessary resources for implementation in the field of personnel development management in the context of the theory of "Economics of Happiness": financial, human, material and technical; – implementation deadlines for personnel development management in the context of the "Economics of Happiness" theory; – analysis and assessment of the profitability of personnel development management in the context of the "Economics of Happiness" theory. Stage IV. Development of innovation: – development of a specific innovative programme "Personnel development management in the context of the theory of "Economics of Happiness" with the definition of responsibilities by departments of the organisation; – preliminary testing (testing in the department, verification of the effectiveness of the personnel development management mechanism in the context of the "Economics of Happiness" theory, etc.). The traditional stages of research and development work and bringing them to prototypes when creating management innovations are usually absent. Based on a generalisation (the main stages of searching for and developing innovative changes; the stages of the process of developing and adopting a management decision on innovation; the institutional cycle of management activity; project technology), we propose the following algorithm
124 CHAPTER 4 Educational policy and reforms: the impact of globalization for introducing personnel development management in the context of the "Economics of Happiness" theory as an innovative management practice in an educational institution: 1. Organisation of monitoring of external and internal driving forces of educational institution management. The task is to ensure that managers understand the need to introduce personnel development management in the context of the "Economics of Happiness" theory as an innovative management practice. 2. Determination of the most appropriate policy for a particular educational institution for the implementation of personnel development management in the context of the theory of "Economics of Happiness" as an innovative management practice. 3. Awareness of the importance, necessity and inevitability of future transformations by one of the members of the administrative team of the educational institution, i.e. the presence of a kind of "ideological inspirer and generator of future ideas". 4. Formation of a team (this refers not so much to an administrative or managerial team, which is an indispensable and necessary condition for transformation, but rather a team of ideological supporters – from the teaching staff, students, parents, technical staff, the public, methodologically and technologically prepared to implement innovation). 5. Development of a project idea for personnel development management in the context of the "Economics of Happiness" theory as an innovative management practice. This is the choice of the object of innovation, which (choice) must be based on the vital needs of a specific educational institution and be clearly understood by the majority of participants in the educational process. 6. Creation of a project team to introduce personnel development management in the context of the "Economics of Happiness" theory as an innovative management practice by an educational institution with the necessary powers. 7. Determination of specific management actions for the introduction of personnel development management in the context of the "Economics of Happiness" theory as an innovative management practice by an educational institution, i.e., drawing up a plan or programme for its implementation. In this case, it is advisable to determine not only the terms of implementation, but also the period of assimilation of changes. 8. Motivating members of the teaching staff, students, technical staff, providing a reasoned explanation to the staff of the reasons, essence and expected consequences of introducing personnel development management in the context of the theory of "Economics of Happiness" as an innovative management practice by an educational institution and preparing the relevant categories of employees of the educational institution for innovative activities. 9. Implementation of managerial and organisational changes within the framework of the project "Introduction of personnel development management in the context of the theory of "Economics of Happiness", discussion of possible scenarios and their consequences. 10. Assessment of the relationship between the introduction of personnel development management in the context of the "Economics of Happiness" theory and other changes and tasks of the educational institution for the planned period.
131 chapter 4. Managing Staff Development in Higher Education Institutions through the Lens of the "Economics of Happiness" CHAPTER 4 development of the innovation), as well as compliance with the sequence and procedures for introducing innovation into the practice of the organisation (in our case, a higher education institution). The goal of the management corps of an organisation or institution is to increase the level of happiness of its members. The achievement of this goal is ensured by a targeted strategy for its achievement (in the unity of economic and subjective components). The economic component is determined by the specifics of the institution, organisation or production and the specifics of remuneration in a particular sphere of economic activity. The activities of the management team aimed at improving the efficiency of the organisation will indirectly affect the economic component of employee happiness. The level of the subjective component will be evidenced not only by the assessment (happy – unhappy), but also by the level of morbidity as a result of stress (reduction of the thymus, enlargement of the adrenal cortex and the appearance of haemorrhages and even ulcers in the gastrointestinal tract mucosa). An increase in the incidence of illness among employees under the influence of these functional changes in the human body may indicate social, economic, and political tension in the institution or organisation, and thus a decrease in the subjective feeling of happiness. Recognising happiness as a determinant of the success of management teams is a guide for creating an organisation or institution whose management team's policies (economic, social, environmental) result in employee happiness through the satisfaction of human needs (economic, social, environmental). We consider happiness management in an organisation to be a task for the management team: to increase the level of happiness of the members of the organisation or institution. Thus, the level of happiness becomes a factor for comparing the dynamics of the development of organisations and institutions and the goal of management teams. From a marketing perspective, different archetypes of happiness (hedonism, eudaimonia, rat race, nihilism, subjective well-being) and their representatives are none other than different customer groups, the satisfaction of whose needs allows for better solving of the tasks (achievement of happiness) of the user, enterprise, organisation and society as a whole. Happiness management – the application of Management 3.0 methods. Management 3.0 relies on the initiative of each employee, which creates an innovative climate within the organisation, leads to a synergistic effect of generating ideas, and the gradual introduction of Management 3.0 methods and principles into the practice of managing modern companies in the context of innovative breakthroughs – digitalisation of the economy, changes in the ways of social interaction and management in work collectives. The development of the idea of personnel development management based on the "Economics of Happiness" is proposed (by the author) in accordance with the innovation process (collection and systematisation of ideas, selection of identified ideas and their development, analysis of the economic efficiency of the planned innovation, development of the innovation), as well as compliance with the sequence and procedures for introducing innovation (management of personnel development based on the "Economics of Happiness") into the practice of the organisation (in our case, the V. G. Korolenko Poltava National Pedagogical University).
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135 CHAPTER 5 CHAPTER 5 Priorities for Developing the Scientific and Pedagogical Potential of Academic Staff in Ukrainian Universities under Institutional Autonomy Abstract This study analyzes the priorities for developing the scientific and pedagogical potential of academic staff in Ukrainian universities under institutional autonomy. The research is based on a survey of 243 staff members, with data processed and analyzed using MS Excel. The findings show that, although human resources are the key asset of higher education, staff development is not sufficiently prioritized within university management systems. The most urgent needs identified include enhancing the prestige of the profession, strengthening motivation, reducing teaching workload, improving research infrastructure, introducing effective incentives, and establishing systematic monitoring and evaluation. Staff development is viewed both as a managerial challenge and as a vital resource for improving the effectiveness of universities in the knowledge economy. The chapter stresses that innovative personnel management practices should focus on recognition, engagement, and career growth, thereby fostering organizational resilience and international competitiveness. It concludes that creating effective incentive systems to stimulate participation in research and international projects must become a cornerstone of university policy, ensuring the sustainable development of Ukrainian higher education institutions. KEYWORDS Scientific and pedagogical potential, Ukrainian universities, institutional autonomy, academic staff development, knowledge economy, recognition and engagement, career growth, organizational resilience, international competitiveness, sustainable development. Marking the development of the "knowledge economy" as a national priority of Ukraine makes increased demands on local higher education institutions (HEIs) in terms of fulfilling their scientific and pedagogical potential. It is based on the potential ability of academic staff to produce new knowledge, ideas and innovations, transferring them to students, thus forming them as representatives of a new generation of professionals. DOI: 10.15587/978-617-8360-20-7.CH5 Yurii Skyba, Olena Otych, Iryna Drach, Volodymyr Kovtunets, Oleksandr Zhabenko, Valerii Yushchuk © The Author(s) of chapter, 2025. This is an Open Access chapter distributed under the terms of the CC BY license
136 CHAPTER 5 Educational policy and reforms: the impact of globalization Choosing as a basis the high points of international (Supporting growth and jobs – an agenda for the modernization of Europe's higher education systems [1]; Bucharest Communiqué [2]; Yerevan Communiqué [3]; Rome Ministerial Communiqué [4]) and national legislation and regulations on education (Law "On Education" [5]; Law "On Higher Education" [6]; National Report on the State and Prospects of Education in Ukraine, [7, 8]; Strategy for Higher Education Development in Ukraine for 2021–2031 [9]) on the value of scientific and pedagogical potential of higher education academic staff in building up higher education scientific and educational potential, foreign scientists scientists (K. Türk [10], Р. Seldin, J. E. Miller, C. A. Seldin [11], R. de la Torre, A. Lusa, M. Mateo, E.-H. Aghezzaf [12], etc.) and Ukrainian researchers (S. Kalashnikova, I. Drach, O. Kovalenko, S. Kurbatov, N. Nevmerzhycka, O. Palamarchuk, V. Ryabchenko, L. Chervona [13, 14], V. Lugovyi [15]; Yu. Skyba, G. Chornoivan, O. Zhabenko, I. Regeilo, O. Otych, V. Muromets, S. Melnyk [16, 17], O. Yaroshenko et all [18–20], Slyusarenko [21], Yakymenko et all [22], etc.) emphasize that the development of this potential is not an end in itself, but a factor in expanding the HEIs academic and institutional autonomy and strengthening the social function of higher education in society. However, according to the analysis of modern educational practice, domestic universities do not fully make use of the opportunities, provided by the Laws of Ukraine "On Education" (2017) and "On Higher Education" (2014), to develop scientific and pedagogical potential of their academic staff. This is manifested in the lack of effective measures to raise the prestige of scientific and pedagogical work and motivate university staff for professional growth; work overload with educational and other activities; the dependence of HEI staff list on the number of students that creates risks for unemployment of research and teaching staff (RTS) and causes its migration, thus reducing human resource and scientific and pedagogical potential of the national higher school; obsolescence or total lack of research and information infrastructures for professors' self-training as well as for training higher education students that hinders the implementation of research-based training and professional development of research and teaching staff; insufficient development of organizational, methodological and financial mechanisms for managing professional development of research and teaching staff, monitoring its quality and evaluating results; weak contacts of HEIs with leading scientific institutions and stakeholders, etc. Thus, identifying the needs and thereafter determining the priorities for universities to manage the growth of professors' scientific and pedagogical potential is of high theoretical and practical importance for developing an effective strategy for their development, improving their ranking and ensuring the proper quality of higher education services based on modernization trends of European and domestic higher education in the process of joining European Higher Education Area. Analizing the latest scientific sources on this issue, we discovered that it incorporates scientific interests of many scientists in the field of educational/pedagogical sciences. Thus, the purpose of the study is to determine the development needs of academic staff's scientific and pedagogical potential of Ukrainian universities in the context of expanding institutional autonomy and to identify opportunities to consider when developing institutional development strategies at local universities.
137 chapter 5. Priorities for Developing the Scientific and Pedagogical Potential of Academic Staff in Ukrainian Universities under Institutional Autonomy CHAPTER 5 5.1 LATEST RESEARCH ANALYSIS In particular, the development issue of universities' research and innovation potential is re leased in the works of S. Kalashnikova, I. Drach, O. Palamarchuk, V. Ryabchenko, L. Chervona [13, 14], V. Lugovyi [15], O. Slyusarenko [21] and others; professional development technologies of reserach and teaching stuff and increase of its potential are covered in research papers of Yu. Skyba [16, 17], O. Yaroshenko [16–20], N. Divinska [18–20], O. Zhabenko [16–20], G. Chornoivan [16–20], I. Regeilo (16, 18–20), Otych O. [17], V. Muromets [16], Melnyk S. [23], I. Tamozhska, N. Tymofiienko, A. Demianiuk, M. Klyap, M. Tsurkan [24], S. Yakymenko, T. Vasіutina, D. Nefodov, L. Pankiv, A. Stryzhakov, M. Denysiuk [22] and others. Scientific sources, devoted to research in the field of higher education, characterize different types of reserach and teaching staff potential, namely: intellectual one (M. Dolishniy, K. Lipovska, S. Maniv, S. Illyashenko, etc.), emotional one (A. Gatsko, O. Smigunova, etc.), spiritual one (V. Panok, E. Pomitkin, etc.), leadership one (S. Kalashnikova, T. Gura, etc.) and personal one (D. Leontiev, V. Ryabchenko, etc.). At the same time, despite the significant number of papers on the problem of developing reserach and teaching staff potential, the priorities, needs and growth mechanisms of its scientific and pedagogical potential still remain insufficiently substantiated. According to our hypothesis, the development effectiveness of academic staff's scientific and pedagogical potential in Ukraine depends on the harmonization of their needs with the priorities of educational policy and strategies of HEI institutional development. Therefore, there is a need for a special survey on RTS needs, and further research on possible models and plans for the development of domestic universities' scientific and pedagogical potential is of high demand. The study of priorities and needs for the development of scientific and pedagogical potential of Ukrainian universities' academic staff in the context of expanding institutional autonomy was conducted by researchers of the Department of Integration of Higher Education and Science of the Institute of Higher Education of the National Academy of Educational Sciences of Ukraine during 2022–2024. To obtain empirical material, the researchers developed a questionnaire consisting of 6 closed-ended questions with 56 suggested answers, structured in blocks that covered the most important areas in developing scientific and pedagogical potential of Ukrainian universities' academic staff. The survey was conducted in the period from May to June and from September to October 2022. Reserach and teaching stuff from 11 universities of Ukraine (3 of them – classical, 4 – technical, 2 – economic, 1 – pedagogical and 1 – medical), in particular, from Sumy State University (SSU), Uzhhorod National University (UzhNU), Yuriy Fedkovych Chernivtsi National University (ChNU), National Technical University "Kharkiv Polytechnic Institute" (NTU "KhPI"), Lutsk National Technical University (LNTU), National Aviation University (NAU), Kyiv National Economics University named after Vadym Hetman (KNEU), Simon Kuznets Kharkiv National University of Economics (KhNUE), National Pedagogical Dragomanov University (NPU), National Pirogov Memorial
138 CHAPTER 5 Educational policy and reforms: the impact of globalization Medical University, Vinnytsya (NMUV), National University of Water Environmental Engineering (NUWEE) filled in the questionnaire. Higher education institutions represented 8 of the 25 regions of Ukraine, including the leading university centers – Kyiv and Kharkiv. The quantitative and qualitative analysis of the survey results was conducted using the methods of mathematical statistics based on Excel software. To determine the priority factor, the rating was based on the number of responses higher than 50%. In total, 243 universities' research and teaching staff took part in the survey on a voluntary basis, of which 75.3% have a scientific degree (Dr.Hab. – 24 people (9.9%), PhD – 159 people (65.4%)), no degree – 60 professors (24.7%). The distribution of the surveyed universities' research and teaching staff is shown on Fig. 5.1. 9.9 65.4 24.7 Dr.Hab. PhD No degree Fig. 5.1 The share of surveyed research and teaching staff by category (%) 5.2 RESULTS ANALYSIS During the survey, considerable attention was paid to identifying factors that are impor tant for the development of scientific and pedagogical potential of local universities' academic staff. So, Question 1 "Which of the factors are key to career growth in your HEI?" gave us the following answers from the respondents (Table 5.1). The survey data, presented in Table 5.1, shows that the represented universities' research and teaching staff consider the "professional competence development" as the most important factor for career growth at the university (7 universities). The second most important factor is "international activity" (6 universities), the third place takes the "research achievements" factor (in 5 out of 11 universities the share of answers is higher
139 chapter 5. Priorities for Developing the Scientific and Pedagogical Potential of Academic Staff in Ukrainian Universities under Institutional Autonomy CHAPTER 5 than 50%) and the fourth place is "teaching achievements" (in 3 out of 11 universities a response rate is 50% or higher). Table 5.1 Factors important for career growth in HEIs, in number of persons, % University Number of persons Total Teaching achievements Research achievements Professional competence development International activity Quant. % Quant. % Quant. % Quant. % Quant. % SSU 3 23 13 100 4 30.8 12 92.3 13 100 UzhNU 11 32.4 22 64.7 20 58.8 18 52.9 34 100 ChNU 6 31.6 13 68.4 7 36.8 5 26.3 19 100 NTU "KhPI" 17 54.8 14 45.2 9 29 5 16.1 31 100 LNTU 8 38 15 71.4 12 57.1 6 28.6 21 100 NAU 11 57.9 15 78.9 16 84.2 18 94.7 19 100 NUWEE 8 34.8 11 47.8 11 47.8 5 21.8 23 100 KNEU 10 50 5 25 13 65 11 55 20 100 KhNUE 6 30 9 45 15 75 11 55 20 100 NPU 6 26 8 34.8 14 60.7 6 26 23 100 NMUV 3 15 8 40 12 60 12 60 20 100 Considering the results of the survey of research and teaching staff, professional competence development is one of the most important factors in career development. So, we believe that universities should introduce and expand using various forms and technologies to improve their level, including seminars, workshops, trainings, webinars, master-classes, open courses, etc. Let us note that the importance of "international activity" for the career growth was indicated by the respondents from 2 universities – NAU and SSU (94.7% and 92.3%, respectively); "research achievements" were noted by only 1 university – SSU (100%), "professional competence develop ment" – NAU (84.2%) and KhNEU (75%), "teaching achievements" – NTU "KhPI" (54.8%) and NAU (57.9%). Thus, as seen from the results, the "teaching achievement" factor has the least impact on the development of a university professor's professional career. However, in our opinion, the universities' lack of desire to provide quality teaching in general has a negative impact on the education quality of its students.
140 CHAPTER 5 Educational policy and reforms: the impact of globalization In addition, the questionnaire revealed such answers of the respondents as: activity, desire to do business and work in a team, closeness to administration, family ties, financial incentives for people who is able to promote career growth. These answers show that universities do not always consider professor's achievements in his/her career. Factors inhibitting career and professional growth, as believed by the respondents, are: overload of educational and other work – 20.4%, outdated and weak material and technical base – 20%, weak contacts with leading scientific institutions – 18.7%, lack of scientific manager/ supervisor – 12.1%, low foreign language proficiency level – 11.7%, unfavorable psychological atmosphere in the team – 9%, low level of computer proficiency – 7.7%. Regarding Question 2 of our survey “What forms of RTS professional development/advanced training are implemented in your HEI?”, the following distribution of answers was established (Table 5.2). Table 5.2 Forms of RTS professional development , implemented in HEI, in number of persons, % List of professional development forms University SSU UzhNU ChNU NTU "KhPI" LNTU NAU KNEU KhNUE NPU NMUV NUWEE Number of persons 1 2 3 4 5 6 7 8 9 10 11 12 Mandatory trainings/ courses for young academic staff 3 4 – 15 6 5 5 6 – 3 7 % 23 11.8 – 48.4 28.6 26.3 25 30 – 15 30.4 Mandatory trainings/ courses for new academic staff 3 1 – 8 1 2 3 – – 1 4 % 23 2.9 – 25.8 4.8 10.5 15 – – 5 17.4 Trainings/ courses for the developmen/ modernization of educational disciplines 7 6 2 10 2 8 10 17 12 7 6 % 53.8 17.6 10.5 32.3 9.5 42.1 50 87 52.1 35 26 Mentoring – 4 6 8 4 15 1 2 1 7 4 % – 11.8 31.6 25.8 19 78.9 5 10 4.3 35 17.4