- Yershov, Mykola-Oleg (orcid.org/0000-0002-6839-622X) (2025) Socio-humanitarian Education in EU countries: Experience and Prospects of Іmplementation into the Ukrainian Educational System Professional Pedagogics, 2 (31). pp. 251-267. ISSN 2707-3092
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Abstract
Relevance of studying foreign experience in the development of socio-humanitarian education in Ukraine is driven by public demand for: the use of effective global practices in the socio-humanitarian training of higher education students for life and professional activity in conditions of socio-economic and geopolitical uncertainty; the formation of state educational policy aimed at strengthening democratic values and protecting democracy; the development of a new paradigm for the socio-humanitarian education of future specialists to enhance the resilience and cohesion of Ukrainian society in conditions of war and post-war recovery. Purpose: to identify current trends in the development of socio-humanitarian education in EU higher education institutions and to substantiate the directions for implementing the best European experience in Ukraine to increase the effectiveness of educational reforms, develop civil society, preserve democratic values, and accelerate the post-war recovery of Ukraine. Methods: information-search and complex analysis of sources – to identify the stages and trends in the development of the studied phenomenon; theoretical analysis, comparison, and generalization – to determine the characteristics of the development of socio-humanitarian education in EU countries; predictive scenarios – to distinguish the goals and ways of utilizing foreign experience in the development of socio-humanitarian education in Ukraine. Results: trends in the development of socio-humanitarian education in EU countries have been identified; probable directions for the implementation of the best European experience into the Ukrainian education system have been forecasted; challenges and obstacles to the introduction of foreign experience in the development of socio-humanitarian education into the Ukrainian education system have been determined; practical recommendations have been formulated, and an algorithm for implementing the best foreign practices into the domestic system of socio-humanitarian education has been proposed. Conclusions: in modern scientific discourse, a rethinking of the consequences of the Bologna Process is taking place; the functioning of higher education institutions in EU countries is influenced by globalization, digital transformation, and the militarization of the information space; the modern context of socio-humanitarian education in EU countries is defined by trends aimed at forming an innovative, responsible, and critical-thinking citizen (internationalization of education, interdisciplinarity and meta-disciplinarity, the competency-based approach, the implementation of innovative technologies and teaching methods, focus on civic education and social responsibility, flexibility and adaptability of educational programs, decentralization and democratization of education systems); three main goals for applying foreign experience in the development of socio-humanitarian education in Ukraine have been identified (for the development of the domestic education system, strengthening the capacity of civil society, strengthening democratic values, and preserving democracy); probable ways of its utilization have been outlined (modernization of programs with the implementation of foreign practices, improving the quality of science and education based on international standards, integration into the global scientific and educational space through the development of academic mobility, participation of educational process subjects in grant programs); the successful implementation of this experience is not only an academic but also a strategic task for protecting national interests and preserving democracy in Ukraine.
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