The article presents a comparative analysis of the stages of development of postgraduate teacher training (PTT) in Ukraine and four countries of the European Union (EU) (Poland, Finland, Germany, and France) for 1991–2024. The relevance of the study is determined by the need to modernize the national system of advanced training in the context of European integration, digitalization and reform of general secondary education. The research employed the following methods: content analysis of legislative acts, a chronological reconstruction of educational reforms, a comparison of postgraduate education models, a SWOT analysis of the Ukrainian system, as well as an analysis of financial costs (2020–2024). It is established that Ukraine implements a hybrid model with decentralization of financing and a 150-hour standard, while other countries apply decentralized (Poland, Germany) or centralized (France, partly Finland) approaches with an orientation towards digitalization, inclusiveness, and research methods. In 2024, the highest amount of spending on teachers’ professional development (advanced training) was found in Germany (€3,830 million), the lowest in Ukraine (€92.5 million). The scientific novelty of the study lies in the integrated comparison of financial, regulatory, and institutional aspects of postgraduate teacher training across Ukraine and four EU countries. The results can be used to form an adaptive model of teachers’ professional development in Ukraine. Received: 22 November 2025 / Accepted: 05 April 2026 / Published: May 2026
Вячеслав Осадчий, Катерина Осадча, Світлана Симоненко
Швидкий прогрес у цифрових технологіях сприяє глибинній трансформації системи вищої освіти, відкриваючи нові можливості для інтерактивного та персоналізованого навчання. Одним із найбільш перспективних напрямів є використання Metaverse, який поєднує технології віртуальної, доповненої, мішаної та розширеної реальності, блокчейну, цифрових двійників та non-fungible token. Завдяки цьому Metaverse пропонує захоплюючий, індивідуалізований та гнучкий освітній досвід, що робить його потужним інструментом у сучасній академічній практиці.Метою даного дослідження є здійснення комплексного аналізу наукових джерел, які висвітлюють можливості інтеграції Metaverse із технологіями штучного інтелекту (ШІ) для удосконалення вищої освіти. Для реалізації поставленої мети було проведено відбір наукових праць у трьох міжнародних наукометричних базах (Scopus, Web of Science, ERIC), сформовано пошукову стратегію на основі ключових запитів та визначених критеріїв включення й виключення. Подальший бібліометричний аналіз із використанням програмного забезпечення VOSviewer дозволив здійснити мережеву візуалізацію та проаналізувати спільне використання ключових слів у відібраних публікаціях.Наративний огляд обраних праць дав змогу окреслити основні напрями поєднання Metaverse та ШІ у вищій освіті. Серед ключових шляхів виділено: створення зручних та корисних для користувача освітніх середовищ і їх розширення до віртуальних університетських кампусів; використання інструментів ШІ для забезпечення безпеки та захисту даних у Metaverse; формування персоналізованих навчальних траєкторій на основі поведінкових моделей та індивідуальних уподобань студентів; сприяння комунікації та співпраці в режимі реального часу; генерація навчального контенту для Metaverse; інтеграція фізичного та цифрового світу; реалізація концепції ШІ-тьюторства для підтримки індивідуального навчання.Результати дослідження підтверджують значний потенціал Metaverse у поєднанні з технологіями ШІ для модернізації вищої освіти, підвищення її якості, доступності та інноваційності.
Introduction. Under current conditions of martial law, economic transformation, and European integration processes, vocational and technical education (VET) plays a key role in the formation of human capital and in meeting labor market needs. The effectiveness of its functioning largely depends on organizational, legal, and financial mechanisms that determine the sources, forms, and performance outcomes of financing vocational education institutions. The relevance of the study is обусловлено by the necessity to reorient the VET financing system from a maintenance-based model toward a results-oriented approach, to expand public–private partnerships, and to adapt national frameworks to European practices in the context of post-war recovery and Ukraine’s integration into the European Union. Purpose. The purpose of the article is to deepen the theoretical foundations and practical approaches to the organizational, legal, and financial support of vocational and technical education in Ukraine under conditions of martial law, post-war recovery, and European integration processes, with the identification of key mechanisms, institutional interconnections, and directions for improving the financing of the VET system. Methods (Methodology). The study employs the dialectical method of cognition, methods of theoretical generalization and systematization, comparative analysis, analysis of regulatory and legal acts, structural-logical modeling, and a comparative analysis of national and European models of vocational education financing. The methodological framework is based on the provisions of public finance theory, institutional economics, and the concept of human capital development. Results. The article systematizes the regulatory and legal framework for financing vocational and technical education in Ukraine, analyzes the evolution of VET financing models, and identifies key challenges in their implementation under decentralization conditions. A comparative analysis of vocational education models in selected European Union countries (Germany, France, Poland, and Finland) and Ukraine is conducted, focusing on funding sources, the level of employer participation, and training outcomes. Directions for improving organizational, legal, and financial mechanisms for VET provision are substantiated through the development of public–private partnerships, enhancement of state and regional procurement systems, introduction of performance-based budgeting, strengthening financial transparency, and intensification of international technical assistance and investment attraction. It is proven that the implementation of a comprehensive approach to financing vocational and technical education will enhance its adaptability to labor market demands and bring the national VET system closer to European standards.
The article presents the results of the analysis of current trends in the development of mathematics education in Israel, in particular, a thorough analysis of the high school mathematics curriculum, the peculiarities of studying mathematics by students in grades 10-12 for different educational units. It is established that over the past thirty years, the Israeli mathematics curriculum has hardly changed. In connection with the results of the international PISA study in 2022, the mathematics programs were updated. The improved mathematics curricula for Israeli schools reflect the flexibility and dynamism inherent in modern society, as in addition to the traditional goals and content of the educational material, they contain basic conceptual provisions, requirements for the development of skills, didactic comments for teachers on the methodology of studying certain topics, organization of the educational process and assessment of students' achievements. The facts presented in the study show that the modern high school mathematics curriculum in Israel and Ukraine has significant differences in both the content of the educational material and approaches to teaching mathematics. The updated mathematics curriculum for students in grades 10-12 for levels 3, 4, and 5 has significant differences. Thus, at level 3, the rationale for studying mathematics in the educational document sets as the main goal to familiarize students with the role of mathematics in everyday life, science and technology, as well as to recognize mathematics as part of human culture, while at levels 4 and 5, the developers see the main goal of studying mathematics in the development of deductive thinking of students, understanding the need to prove statements; development of inductive thinking - hypothesizing, etc. The Israeli curriculum does not clearly establish the order of studying topics, and teachers are able to independently build the sequence of presentation of the material based on their pedagogical beliefs and educational contexts, and select appropriate textbooks. It is concluded that there are certain features of the Israeli education system that should be considered in order to use their individual principles in the Ukrainian education system: decentralization of educational process management, which allows schools to autonomously develop curricula and choose the content of educational materials, differentiation of high school education by three levels of educational units
The scientific article is devoted to the administrative and legal principles of ensuring the right to professional preliminary education for persons with disabilities: foreign experience and directions for improvement. The experience of the USA and European countries in ensuring the right to vocational higher education for persons with disabilities is revealed Attention is drawn to the fact that higher education in the USA and Great Britain traditionally belongs to the so-called liberal or market model, which is characterized by a high degree of decentralization of management and diversification of higher education systems. In Italy, the state has exclusive legislative powers regarding general matters in the field of education, the minimum standards to be guaranteed throughout the country, and the basic principles. Regions define school networks within their territories, adjust the school calendar, and have exclusive powers in the field of vocational education and training. Schools are autonomous in terms of didactic, organizational and research work. The Italian state is responsible for funding schools for both educational and administrative purposes. It was concluded that the high-quality formation and implementation of vocational pre-university education for persons with disabilities is possible through the borrowing of positive foreign experience: a) openness of the formation and implementation of state policy in the given field for persons with disabilities; b) active development, encouragement, stimulation of the implementation of innovative activities by institutions of higher education, including vocational higher education for persons with disabilities; a) a qualitatively new paradigm of the content of education - considering it not as a collection of the given volume of knowledge, abilities and skills selected according to a certain specialty, but the formation of a comprehensively developed personality according to a comprehensive approach. There is a shift in emphasis not so much on how much the acquirer knows, in particular, persons with disabilities, special knowledge in the chosen field of study, but on how such professional qualities as the ability to adapt, practicality and initiative, the ability to apply acquired special knowledge, in necessary cases creatively rethink it for persons with disabilities. Therefore, when implementing electronic governance in Ukraine, we need to take into account the experience of foreign countries in order to avoid typical mistakes and acquire the most successful practices for ourselves. The priority for the countries that we studied is the introduction of high-quality professional pre-higher education to vulnerable sections of the population.
Iryna Tsymbalіuk, Mohammed Younus Hasan Alghadhywi
The main ideas and principles of inclusive development are revealed in this paper It is proved that the main condition for the transition of the Ukrainian regions to the principles of inclusive growth is the provision of developed inclusive infrastructure. The purpose of the paper is to substantiate the system of quantitative indicators that reflect the prospects for achieving the goals and objectives of infrastructure development in the region as an important component and prerequisite for inclusive growth. Based on the methodology proposed in the paper, the analysis of infrastructural development of the Ukrainian regions as a basis for inclusive growth is carried out. It is proved that in order to involve the maximum number of the population in the development processes, it is necessary to create appropriate conditions, which are provided by the developed infrastructure. Due to indicators of construction development, transport infrastructure, passenger and cargo turnover, the level of the population coverage with Internet services, preschool educational institutions for children; development of higher education, accessibility of medical services and health care, an index of infrastructural development of the region has been formed, which reflects the possibility of including all segments of the population in productive activities and creating conditions for growth. Significant asymmetry of infrastructural development between the regions of Ukraine has been revealed, which puts them in unequal conditions for achieving inclusive growth. It is stated that the solution of this problem is possible only with the active state support and improvement of mechanisms for financing regional development projects from the State budget. The main results presented in the paper are obtained during the research «Fiscal space of inclusive development of the region» and «Security of sustainable development of regions and territorial communities of Ukraine in the context of decentralization on the basis of inclusive growth», within which the author systematizes goals, objectives and indicators of quantitative assessment of the achievement of prospects for regions inclusive development.
The article proves the fact that current reforms take place in the system of education of Ukraine taking into account the latest social challenges and priority tasks of the legislative and executive branches of power, in particular, those which aimed to improve the efficiency of education, to overcome territorial differences in the quality of providing it, to modernize the content of education in accordance with relevant labour market demands, to support the process of implementing academic integrity in both educational and academic institutions. The goal of the study has been met, namely there has been conducted the analysis of the effectiveness of educational reforms in Ukraine by processing the data obtained from interviews with different stakeholders of the educational process, who were the students (future teachers), practicing teachers, and lecturers of higher education institutions. There were applied the further outlined research methods like: first, logical and system analysis was intended to summarize the views of the participants of the focus groups on the requests and expectations of the state, civil society and educators to reforms in the field of education; second, documents examination was supposed to identify the participants’ standpoints on the amendments made to the Law of Ukraine «On Education» (2017) and the Conceptual Principles of Secondary Education Reform «New Ukrainian School» (2016). The article reveals the requests and expectations of the state, civil society and educators from conducting the reforms in the field of education. Based on the opinions of the focus group participants on the strategic aspects of the Law of Ukraine «On Education» and the Conceptual Principles for the Reform of the Secondary School «New Ukrainian School», we performed the ranking of the respondents’ standpoints on the relevance of amendments, and we discovered those concepts needed further clarification (decentralization and effective management that will provide real autonomy to the school, a new school structure that allows mastering the new content and gaining competencies for life, the timeline for implementation of the reform). We revealed the prevailing attitudes of educators, their needs and expectations concerning outputs of educational reforms in Ukraine, namely: respect for their job from the society, trust for the teacher; decent fees, proper and transparent financing of educational institutions; real academic freedom, etc.