Development of higher education institutions in the current conditions
DOI:
https://doi.org/10.14571/brajets.v16.nse2.119-128Palavras-chave:
autonomy, consumption of educational services, higher education, requirements to higher education, self-government of universities, pedagogical technologiesResumo
O desenvolvimento dinâmico da ciência pedagógica moderna é caracterizado pela busca de abordagens básicas para a construção do processo educacional no ensino superior. O objetivo é educar e treinar um especialista profissionalmente competente, proativo e criativo, com habilidades pessoais e criativas altamente desenvolvidas. Tal especialista deve ser dotado de um senso de dever e responsabilidade para com a sociedade. Além disso, deve ser capaz de se adaptar rapidamente ao mundo moderno, caracterizado por um papel crescente do indivíduo e pela intelectualização das suas actividades face às rápidas mudanças no desenvolvimento da ciência e da tecnologia da informação. O artigo pretende identificar os padrões e esclarecer os principais vetores de desenvolvimento do ensino superior, dadas as condições e exigências atuais. No decorrer do estudo, o método analítico foi aplicado para estudar a produção científica sobre o desenvolvimento das IES. Para estudar e processar os dados, os autores empregaram métodos como análise, síntese de informações, indução, dedução, métodos sistêmicos e estruturais, comparativos, lógicos e linguísticos, abstração e idealização. Além disso, os autores do estudo realizaram uma pesquisa online para esclarecer as questões mais importantes relacionadas às peculiaridades do desenvolvimento das IES na prática. Com base nos resultados do estudo, foram identificados os principais vetores mais importantes do desenvolvimento do ensino superior e investigada a opinião de cientistas e dirigentes de IES sobre os principais aspectos práticos do desenvolvimento do ensino superior.Referências
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Direitos de Autor (c) 2024 Serhii Kubitskyi , Inna Shorobur , Natalia Yevdokymova , Tetiana Vlasiuk , Larysa Shevchuk
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