The article considers the problem of training professionals in a fundamentally new direction for Ukraine, namely professionals in circular economy; reveals the economic essence and meaning of the concept of «circular economy»; historical aspects of its formation are analysed; importance for sustainable development of society, the environment protection, human health. Circular, or closed-loop economy – a model of economic development, the basis of which is the rational use of resources and their recovery; it is based on extending the product life cycle, restoring resources, recycling, switching from fossil fuels to using renewable energy sources. Thus, a regenerative, regenerative and integrated circular economy aims to support sustainable economic development without harming the environment. The article concludes that the implementation of the ideas and principles of the circular economy requires the training of professionals of the new formation with the appropriate level of environmental awareness and understanding of the needs of sustainable development of society. Such specialists must not only have a perfect economic education, but also understand the issues of production, be able to respond quickly to the problems of environmental protection and human health, and have an active civil position. In the leading countries of the world professional training of experts in circular economy is already carried out. It is absent in Ukraine today. Thus, in the conditions of growing consumption, accumulation of mass of waste, which cannot be quickly processed in the natural environment and have a harmful impact on the environment, the problem of professionals training in the circular economy in Ukraine needs an immediate solution.

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The article addresses the issue of the effectiveness of intervention strategies to prepare children with special educational needs for inclusive learning. It was determined that the occupational therapy approach takes into account a system of factors that can fundamentally improve the methodological foundations and practical guidelines for the activities of specialists in an inclusive environment. This system of factors covers interconnected components: 1) patterns of stages of sequential development of the child and creating a step-by-step intervention program; 2) modification of the child’s living environment so that it becomes stimulating and developing; 3) partnership of the occupational therapist with other IEP team members of, which provides for a joint determination of his needs, the formulation of SMART goals, its coordinated achievement, peer monitoring and appropriate adjustment of goals. We present in the article a comparative analysis of areas of responsibility and features of the occupational therapist and sensory therapist as a specialist, which partially duplicates the functions of an occupational therapist. The importance of distinguishing between them helps to determine the responsible position of the practices from the irresponsible one and to formulate guidelines for successful support of children with special needs. We have developed a model for creating the prerequisites for inclusive education for children with special needs, relying on the following criteria for an occupational therapy approach, such as systematic, resourceful, collegial, technological and evidence-based effectiveness. The scientific evidence of an occupational therapy approach is disclosed, as well as the technological aspect of the presented model of intervention in the direction of preparing a child with special educational needs for the educational process.

The article deals with the phenomenon of aggression as a social phenomenon that has both social and biological (psychological) conditions. Based on the analysis of scientific sources the author has classified the types of aggression, emphasizing that the typology depends on the division criterion. The research results are based on the most commonly used classification of aggression into physical, verbal (psychological) and self-aggression. Particular attention is paid to the socio-cultural determinants of aggression and violence among young people, including the models of aggression that young people observe in a close surrounding (family, educational environment) and in a remote surrounding (media, Internet, television programs). It has been stressed that the circumstances aggravating the manifestations of aggression are the use of alcohol, drugs, computer addiction. The article emphasizes that the likelihood of manifestation of aggressive forms of behaviour depends on the frequency of aggression in the environment, on manifestations of aggression by authority figures (for example, educators), on the observation of the benefits of aggression (for example, in the form of an advantage gained), as well as on the frequency of opportunities for aggressive behaviour. The article emphasizes that not only victims of aggression, but also aggressors need help. In order to counteract aggression as part of a young person’s social life, it is not enough to identify the problem – it is important to eliminate the causes of aggression. Restricting, preventing and countering this phenomenon require an effective network of social services, as well as the activation of local communities. On the example of the programs for preventing and eliminating aggression in the Republic of Poland the author proves that assistance aimed at stopping aggression should be taken not only for a young person’s personal well-being but also through the social and psychological consequences of this phenomenon.

The article covers the issue of using a technological approach in the construction of literature lessons. The educational achievements in the sphere of the problem, modern possibilities of innovative educational technologies, and their role in a modeling of school literature lessons are analyzed. The technology of the constructed scientific literature has been revealed, focusing on the reading ability of a teacher, his (her) cognitive activity in using modern pedagogical and information technologies. Improving the effectiveness of teaching literature in a technological pedagogical process is associated with the formation of the teacher’s readiness to model a holistic system of lessons as an algorithm of step-by-step student-reader actions based on a deep understanding of lesson structure and logic, taking into account clear goals and objectives at each stage, rational use of time and modern technologies. It is claimed that the introduction of modern information technologies in the study of fiction at school has a positive impact on the perception of works of previous eras, bridges the gap in time, increases interest in literature and a teacher-innovator, increases the level of modern literary education. Therefore, the technological lesson is a clear algorithm that provides a systematic way of its construction, connects general didactic, methodical and artistic aspects of the lesson, acts as an indicator of its modernity and efficiency. The article indicates the typical disadvantages of introducing modern technologies by teachers and the construction of a lesson based on a technological approach. The author draws attention to the main contradiction in the work of linguists – a misunderstanding of the difference between a technologically structured lesson and a lesson with technology warns against literal technologicalization in the work of a teacher of philology.

Ukraine is a country that has lacked access to adequately trained mental health professionals. As in other countries the development of the field of Counseling in Ukraine has some parallels to that of the US. One of the most notable parallels is the push for a better and more effective approach to mental health, driven by the impact of war, with WWII being the catalyst for refinement in the US and current war in Ukraine as the drive there. As the American Psychology Association and American Counseling Association have highlighted, the effects of trauma and unresolved problems do not need to last a lifetime. A developing initiative in Ukraine was brought by U.S.-based teams that established a postgraduate Counselor Education Program. Professional American Counselor Educators, trained in the trenches of wars abroad and representing vast ranges of experience, have volunteered their time as visiting faculty and distance supervisors. This study measures the initial progression of treatment symptomology of clients seen by Postgraduate Program in Psychological Counseling and Trauma Therapy trained Counselors. This study utilized an analysis of repeated measures over the first five sessions of counseling with the program-trained Counselor. The following measurement methods were utilized: Outcome Rating Scale (ORS), Impact Event Scale (IES-R), Beck Depression Inventory (BDI II), PTSD Checklist (PCL-5), Symptom Checklist (SCL-9). The resulting data obtained from the clients was compared to the outcomes of treatment with similarly trained therapists in the United States, United Kingdom, Australia and Denmark. Results indicated overall significance as measured on 3 out of 5 instruments (ORS, BDI-II, IES-R). The data from this sample revealed similarities to the outcomes of comparable early treatment research, conducted outside of Ukraine. These results provide a preliminary overview of how effective mental health counselors (educated by the American standards) are in mitigating client mental health symptomology. This study is a logical and necessary step in the continued development of the field of Counseling in Ukraine.

The present study explores current state of play of international medical student population in Ukraine. Their number in national medical universities has been constantly rising since 2006. Ukraine is a country of international medical students’ destination for higher medical or pharmaceutical education. Ukraine is not only one of the biggest suppliers of international students to the European Union in European Higher Education Area, but it is also a host country for international students primarily from Asia and Africa. The survey aimed at studying international medical students’ current needs and perspectives was conducted at Bogomolets National Medical University in 2019. The university is chosen as it is situated in the capital city. Sample was composed of 60 first-year international medical students, chosen at a random. It allowed students to provide feedback on their country of origin, educational background, preferences, satisfaction in quality of educational service in a host country, ways of financing the study and future career plans. Among the reasons of international students’ choice of Ukraine as a place for study are their preference of the country, high quality education, friends’ advice and geographical location. The research results show that international medical students consider Ukraine not only as high quality medical education provider but as perspective country for postgraduate employment. The research results allow us to hypothesise that the current needs and perspectives of international medical students at one medical university are likely to be typical for other national medical universities and for Ukraine in whole. It is concluded, that increasing international students’ population requires regular monitoring and special researches by universities and government. These measures will make benefits in international university strategy and national educational policy coordination

The article deals with the relevance and importance of praxeological competence of the master in dentistry, which reflects the maturity of future graduates to integrate acquired knowledge, skills, competencies during the study of academic disciplines and implement them into professional activity effectively. The structure of praxeological competence of a specialist in the field of dentistry is determined. It contains motivational, gnostic, activity, deontic, research, reflective constituents. The first motivational constituent reveals the aims setting in dental education acquiring and in professional realization. The next is gnostic one that consists in integrated system of professional and background knowledge which ensures the effectiveness of practical field. The activity element is one of the specific components that effect the practical activity of the student the most. The deontic unit encourages proper professional behaviour formation in the process of dental manipulation performing as well as communicating to medical staff, patients and their relatives. The scientific and research part of praxeological competence reflects the skills of scientific analysis. The last constituent is reflexive one; it encourages the formation of student’s ability to assess his own scientific performance adequately. The structure of the activity constituent provides a description of such components as manual, simulation-technological, organizational-managerial, ergonomic, economic, juridical, creative and innovative. Understanding this structure is considered important for the purposeful influence on the process of future dentists’ professional competence formation. The article proves that the harmonious formation of all constituents, that compose praxeological competence of masters in dentistry, will help increase their competitiveness in the international professional environment.

The article deals with the problem of professional training of specialists majoring in Pedagogics at Ivan Franko National University of Lviv, Ukraine, for working with children with special educational needs under conditions of inclusive education, which is useful not only for children with special educational needs, but also for their peers and parents, since such interaction contributes to the development of empathy, tolerance, an objective assessment of one’s own capabilities, the formation of a realistic mind-set. Describes the innovative experience of introducing students of the Faculty of Pedagogical Education to study the course «Fundamentals of Media Literacy», which will allow them to critically analyze media messages, consciously perceive and analyze information, separate reality from its virtual simulation, comprehend power relations, myths and types of control they cultivate. The reasons for such actions, as well as to understand the structural elements that affect the information, etc. The emphasis is placed on the need to improve the educational process at the university in order to train competent staff ready to work with children with SEN. A comparative analysis of course units is presented, according to the curricula in different majors: «Pre-school Education», «Primary education», «Social Pedagogy» and «Social Work». A series of practical media products, namely the use of YouTube video resource, is proposed to form tolerant attitude of students majoring in pedagogies towards children with special educational needs. A number of cartoons from the YouTube video resource have been selected, which can be used in various forms of work with parents and students to get acquainted with the peculiarities of this category of children and reduce distrust. There is a video selection of cartoons, links to sources for viewing by children and fathers in order to develop a tolerant attitude towards children with special educational needs and their problems. The work will promote inclusion in the educational environment, help free children with special educational needs from social isolation, form their healthy interaction with «normal» children, and develop a positive, patient, loyal attitude on the part of others.

The article represents the diagnostic and analytical results of the research on learning outcomes for PhD level within the subject area «Higher education quality and its expert support: Ukraine’s movement towards the European Union» at Borys Grinchenko Kyiv University (Ukraine). A generalised description of competences and learning outcomes for PhD students was developed. This paper made use of a small-scale research – a questioning of the PhD students. 40 PhD students have been questioned from different specialities. The results of the survey are described in knowledge and skills, which development level is determined by the descriptive scale. It was important to focus on the mastery of such knowledge by graduate students as: basic terms and definitions; theoretical issues of the subject under study; legal dimension quality assurance of higher education; laws and peculiarities on quality evaluation assessment; official regulations and mechanisms that ensure the quality of programs and certificates in the higher education institution; principles, the revised ESG are based on; the European standards and guidelines for internal quality assurance in higher educational institutions; internal (External) monitoring of the quality of higher education in EU countries; the model and criteria for the evaluation of educational programmes. The content of the lessons from the module was aimed at the development of such skills: to identify and analyze the main trends in quality assurance in Europe; to evaluate European context for external quality assurance; to interpret the main principles for QA in Europe; to comment on principles of quality as integrated patterns of quality culture; differences between quality assurance and rankings; to apply different research methods and information technologies in practical situations; to participate in the work of multidisciplinary educational projects. A separate aspect of the survey is the assessment of the satisfaction level of classes content and organization by the PhD students. The training is considered as a tool for professional development, increasing the effectiveness of learning outcomes. The article gives an overview of the steps necessary to improve the quality of project implementation and module learning outcomes.

The article highlights the problems associated with the concept of involving students in the formation, development and implementation of vital decisions in the field of higher education. It is emphasized that the relevance of student participation is that students are not only a stakeholder but also an equal partner in the processes of university governance and in the process of ensuring the quality of higher education. The article analyses different approaches to the concept of «student voice». The authors propose to consider this concept as a philosophical and managerial idea that students have their unique opinion on education and they should be able to make a real contribution to decision-making in higher education, influencing results, expressing their views, promoting their ideas and feeling the results of their influence. Different models and mechanisms of student voice are presented: representation of students in the governing bodies of the university; activities of students in leading groups of educational programs; survey of students, focus groups; cooperation with the students’ organization; regular informal discussions between students and faculty and university management. The article analyses the practical implementation of different models and mechanisms of student voice in European universities: University College London and University of Helsinki, and reviews the impact of student voice on educational practice in Ukrainian higher education institutions on the example of the National Technical University of Ukraine «Kyiv Polytechnic Institute named after Igor Sikorsky». It is concluded that in Ukrainian universities, compared to European ones, the concept of cooperation with students as full partners in every aspect of their education has not yet found practical implementation; forms of students’ influence more often relate to socio-cultural and sports areas, organization of leisure and entertainment.

The article highlights the issue of ensuring the quality of higher education through the prism of the use of interdisciplinary links on the example of the study of historical disciplines and foreign languages. The analysis of the legal framework, as well as the scientific literature made it possible to identify effective ways to ensure the quality of higher education. One of them is the application of the principles of interdisciplinary relations. The implementation of the interdisciplinary approach is considered as a promising method for the professional training of students of the Faculty of History with the use of knowledge of a foreign language. It is proposed to create integrated programs, teaching professional disciplines in English. It is recommended to offer students English literature In the context of the interdisciplinary approach, the integration of professional components using the skills of linguistic literacy is considered. The concept of interdisciplinary research is based on the premise that concepts and facts are not studied in isolation from each other. Implementation of the disciplinary approach is considered as a promising method for professional training of students for the application of knowledge in other disciplines. The European vector of higher education development is determined by the high level of requirements for the specialist, which necessitates the search for effective ways to ensure the quality of higher education. One of the directions of updating the learning process is the integration of educational material from different disciplines, namely: historical disciplines and foreign language. To apply the principle of interdisciplinary links, it is important to use the CLIL approach in foreign language classes. The teaching of professional disciplines in English is relevant today in domestic universities, as it is an important factor in increasing prestige, internationalization and improving the quality of professional training. When creating integrated programs to enhance the independent cognitive activity of students of the Faculty of History, it is important to recommend students to English-language literature. The use of interdisciplinary connections allows students of the Faculty of History to discover their creative potential and develop as a person.