Model of Pre-Specialized and Specialized Education in a General Secondary Education Institution Based on the Concept of the New Ukrainian School

- Малихін, Олександр Володимирович (orcid.org/0000-0001-6042-6298), Арістова, Наталія Олександрівна (orcid.org/0000-0002-0943-8039), Ліпчевська, Інна Леонідівна (orcid.org/0000-0002-6901-5863), Павловська, Олена Валентинівна (orcid.org/0009-0007-3919-4163) and Борзенкова, Тетяна Андріївна (orcid.org/0009-0007-8315-3473) (2026) Model of Pre-Specialized and Specialized Education in a General Secondary Education Institution Based on the Concept of the New Ukrainian School Наукові інновації та передові технології, 5 (57). pp. 4611-4622. ISSN 2786-5274

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Abstract

The article examines the organization of pre-specialized and specialized education in general secondary education institutions under conditions of contemporary societal transformations driven by technological changes and increasing demands for flexibility in individuals’ educational and professional trajectories. The relevance of ensuring continuity between pre-specialized preparation and specialized education is substantiated within the framework of the implementation of the Concept of the New Ukrainian School (2018), which envisages the creation of conditions for students’ informed choice of educational and professional trajectories. Current research is analyzed, highlighting trends in the individualization and personalization of learning, the integration of digital technologies, and the improvement of teacher training. It is established that existing approaches to the organization of pre-specialized and specialized education remain insufficiently systematized and generalized. The purpose of the article is to characterize the authors’ model of pre-specialized and specialized education in a general secondary education institution. The model comprises target, organizational-content, resource-methodological, and outcome components. The organizational-content component is implemented through preparatory, constructive, implementation, and evaluation stages and involves the integration of organizational measures with contemporary curricular content. The resource-methodological component includes managerial, methodological, staffing, and material and technical conditions, as well as a system of methods based on competence-based, activity-based, learner-centered, and systemic approaches. The outcome component performs monitoring, corrective, and feedback functions, as well as provides an evaluation framework for assessing effectiveness for students, teachers, and parents. The expected outcomes are associated with the formation of key competencies, the development of thinking and communication skills, and students’ readiness for professional self-determination.

Item Type:	Article
Keywords:	Specialized education; pre-specialized education; general secondary education institution; educational model; New Ukrainian School; educational trajectory; professional self-determination
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education
Divisions:	Institute of Pedagogics > Department of Didactics
Depositing User:	Інна Леонідівна Ліпчевська
Date Deposited:	29 Jun 2026 11:44
Last Modified:	29 Jun 2026 11:44
URI:	https://lib.iitta.gov.ua/id/eprint/749748

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