1. Bailey, H., Bachler, M., Buckingham Shum, S., Le Blanc, A., Popat, S., Rowley, A., Turner, M. (2009). Dancing on the Grid: Using e-Science Tools to Extend Choreographic Research. Philosophical Transactions of the Royal Society A , Volume 367, No 1898, pp. 2793–2806.
2. Bargeron, D., Gupta, A., Grudin, J., Sanocki, E. (1999). Annotations for Streaming Video on the Web: System Design and Usage Studies. In: Proceedings of the Eighth International World Wide Web Conference (11–14.05.1999). Toronto : Toronto Convention Centre, pp. 1139
The role and importance of situational methodology as one of the pedagogical tools of influence on the formation of socio-ethical values of future managers in higher schools of Ukraine and Germany have been theoretically substantiated. The possibilities of situational methodology influence on the formation of socio-ethical values of students - future managers of economic sphere in higher schools of Ukraine and Germany - have been revealed. The most important functions of the interaction of a future manager with staff have been considered. Special pedagogical factors which have an impact on students’ understanding of socio-ethical peculiarities of professional activity have been analyzed. Professionally directed situations as one of the important pedagogical mechanisms that contribute to enhancing the socio-ethical activity of the students have been considered as well as their ability to participate in meaningful, professional interaction on the basis of professional activity in deterministic situations. It has been proved that the formation of socio-ethical values by means of applying situational methodology requires modeling of situations that would activate students on finding and explaining the so-called socio-ethical and pedagogical factors that occur in professional activity. Direct and inverse relationship between the personality of a future manager and socio-ethical values of a personality in the profession of manager has been revealed. It has been proved that the managerial socio-ethical values is a reflection of a system of ethical knowledge and practical recommendations which regulate the activities of individuals in the professional community and is aimed at receiving maximum efficiency from the economic activity. In this regard two components - the professionalization of students and the formation of their socio-ethical values - make up quite multifaceted educational-upbringing process in higher schools of Ukraine as well as of Germany
Coming from a Nordic environment, professionally working in teacher education, both authors engaged in developmental work and research in the Uluguru mountains in Tanzania. The research is carried out in a community-based organization for vulnerable youth, Mgeta Orphan Education Foundation (MOEF), which builds on principles of action learning and action research. We have followed and participated in the development of the organization since 2010, and this article builds on data gathered in 2016-17. We will show and discuss some of the transformations we have witnessed, mainly in the older members. The transformations seem to have an emergent character, and we examine further factors we have seen as crucial for transforming the lives of the young people in the orphan education project. Surprisingly, duty was a factor coming forth in the data. The youth perceived duty in a relational way, mainly caused by inner motivation nurtured by the example of their coordinator, Solomon, and by facing the continuous, emergent need for assistance in their local communities. Less surprisingly, belonging transpired as a fundamental factor. Previously, we have analyzed the transformational learning among the youngsters, and identified a set of transformational tools (Gjotterud, Krogh, Dyngeland, & Mwakasumba, 2015). Building on the transformational tools, we have derived a model for Relational Transformation. Transformative action research is the approach we follow, and one aim of this article is to contribute to the understanding of the reciprocity of transformative processes in transformative research.
It has been defined that knowledge society emerges at the end of the twentieth century as the socio-economic structure characteristic for developed societies in which unlike in industrial societies, the dominant sector of economy is services and the largest social group is the “men of knowledge”. It has been indicated that the development of the knowledge society is considered in connection with scientific and technological development and the expansion of new technologies as they determined is that we live in a globalized world, connected by a dense network of connections and intensive contacts both between the individuals and the authorities at local, regional, national and transnational or institutions level or between the institutions of various types, among which, of course, there are also educational institutions, including universities. It has been concluded that the accentuated thought should be read as a contemporary call for the implementation of the classic academic ideas in the conditions of the use of new technologies. Paraphrasing a metaphor of J. Morbitzer, modern university institutions should become intellectual arcs that will save humanity from the information deluge, the flood of endless, murky waves to safely bring it to the port of the society in which knowledge will be a resource for creative and innovative activities. A very important task is in the situation of current unprecedented acceleration of technical and technological progress not to lose the deep humanistic character of the educational process in which the modern technology should well serve a man and not contribute to its enslavement.
 Hixson, C. and Paretti, M. C. (2014). Texts as tools to support innovation: Using the business model canvas to teach engineering entrepreneurs about audiences. Professional Communication Conference (IPCC), 2014 IEEE International doi: 10.1109/IPCC.2014.7020368
 Jain, R. K. (2011). Entrepreneurial Competencies: A meta-analysis and comprehensive conceptualization for future research. Vision: The Journal of
). Control Education in India: Present & Future. IFAC-Papers Online, 49 (1), 813-818.
6. Bajpai, S., & Kidwai, N. R. (2017). Renewable Energy Education in India. Comparative Professional Pedagogy, 7 (4), 103-113.
7. Canizares, C. A., & Faur, Z. T. (1997). Advantages and disadvantages of using various computer tools in electrical engineering courses. IEEE Transactions on education, 40 (3), 166-171.
8. Chakraborty, A., Singh, M. P., & Roy, M. (2018). Green Curriculum Analysis in Technological Education. International Journal of
компетентности и управление индивидуальными компетенциями [Main competence conception and personal competences management]. Экономические науки [Economic sciences], № 4 (77), p. 168−171.
4. Олейникова, О. Н., Муравьева, А. А., Аксенова, Н. М. (2009). Обучение в течение всей жизни как инструмент реализации Лиссабонской стратегии [Education for life as a tool of Lisbon strategy realization], Москва: РИО ТК им. Коняева (In Russian).
5. Basic Stability Via Training Within Industry (2014). Retrieved 15.05.2014 from: http
The article deals with the problem of interdisciplinarity impact on higher petroleum education in Ukraine. Different views on the essence of interdisciplinarity, especially in the context of higher petroleum education, have been presented. It has been indicated that many scholars have studied the essence of interdisciplinarity within higher education systems of different countries and identified that interdisciplinarity encompasses a combination or interrelation of various sciences that are embodied in engineering training process. Interdisciplinarity is considered as one of the effective tools to support enthusiasm of young generation for petroleum engineering; to increase motivation of future petroleum experts; and to enhance the efficiency of collaboration between professionals from different fields. In reality, interdisciplinary approach is very often confused with multidisciplinarity when educators give students knowledge from various disciplines without making the link between them into a coordinated whole. It has been concluded that interdisciplinarity or interdisciplinary approach can be regarded as a natural training context in which boundaries between knowledge systems tend to be erased and a new teaching paradigm is required. It has been revealed that implementation of interdisciplinary approach in engineering programmes necessitates the development of such an educational framework that would provide educators with the relevant methods, tools, and models for design of interdisciplinary engineering curricula regarding specific learning outcomes and ensure support for faculty members to improve their own competence in the interdisciplinary issues. The standards and guidelines of international educational interdisciplinarity of degree programmes in petroleum engineering are analyzed in the article.
Constant ICT development brings new channels of communication and new forms of media content. It creates new habits of information consumption. This is evident particularly among children and students. Their perception and reception influenced by quality and quantity change is evolving. There is a significant change in the process of information selection and its absorption. The time of learning is not limited to school activity; homeworking is constant along with other life activities. It generates new challenges for educational system – mainly for teachers. The article is an attempt to describe this phenomenon and formulate some directions for teachers – method suggestions as well as a tool selection. The content of the article is based on the outcomes of the author’s research. Indications addressed to teachers whose daily work is most affected by the new situation with ICT have been formulated. In the process of study the following pragmatic conclusions have been made: children and adolescents are accustomed to receiving short interactive content; the amount of information that reaches the youth is vast and requires an ability to assess and choose; in order to draw the recipient’s attention, the content should be communicated in an interactive form that is highly attractive for the recipient; children and adolescents far more often use content that is available online than that from other sources of information; work with more lengthy texts and an in-depth content analysis is necessary for the proper development of both children and adolescents despite being unpopular among these groups; children and adolescents have a valuable ability to shift focus from one subject on another, though their capacity to multitask is only apparent; children and adolescents expect their actions to give rapid results; children and adolescents have a competence potential and a technical potential to use IT tools that facilitate access to information and learning; due to the vast number and the diversity of available activities a stronger motivation to learn in required. An inventory of recommendations addressed to teachers has been also presented in the paper. It has been defined that their delivery will facilitate the implementation of teaching tasks, hence diminishing the concerns that arise in this regard.
The article tackles the problem of developing plurilingual competencies through vocationally oriented foreign language in Sweden. The author analyses the pedagogical conditions of realization of plurilingual education at upper-secondary schools, vocational and higher education establishments and the aspects of teacher education for this purpose. The vocational foreign language education in Sweden is determined by the country’s multilingual policy and English is given much priority in many societal domains including educational. English and other foreign languages are used as the medium of instruction while teaching the content of other subjects. At the higher educational level students are encouraged to write research papers in English. Participation of Sweden in numerous multilingual initiatives of the Council of Europe providing the opportunities for both teachers and learners of vocational and higher educational institutions with the opportunities of the cross-border cooperation in this sphere and international mobility. Still, there is a problem of teacher’s training for teaching foreign languages in professional spheres. Using skills as a framework of foreign languages for specific purposes teachers are provided with the necessary knowledge and tools to deal with their own students’ specializations.