Models of higher education in Ukrainian scientific discourse

Abstract

The article presents a comprehensive analysis of higher education models in Ukrainian scientific discourse. The relevance of the study is determined by the transformation of the modern higher education system under the influence of globalization, digitalization, integration, and socio-cultural processes, as well as by the need to rethink the theoretical and methodological foundations of the development of Ukrainian higher education in the context of European integration and wartime challenges. The purpose of the article is to systematize and generalize the approaches of Ukrainian scholars to the interpretation of the concept of the “higher education model”, to identify the criteria for classifying educational models, and to determine the main trends in the transformation of modern university education models. The methodology of the study is based on systemic, comparative, historical-pedagogical, structural-functional, and interdisciplinary approaches. The methods of analysis, synthesis, comparison, generalization, systematization of scientific sources, and elements of pedagogical modeling were applied.

The study found that the concept of the “higher education model” in Ukrainian scientific discourse is interpreted as a systematically organized set of conceptual, structural, organizational, and value-based characteristics of the functioning of the higher education system. The main criteria for classifying higher education models were identified: socio-cultural, functional, organizational, managerial, technological, methodological, civilizational, and institutional. It has been proved that modern scientific discourse is characterized by increased attention to open, digital, competence-oriented, research, entrepreneurial, and integration models of university education. It has been established that the transformation of higher education models occurs under the influence of the Bologna Process, digitalization of the educational space, internationalization, changes in the role of the university in society, and the growing importance of academic autonomy.

The conclusions substantiate that Ukrainian scientific discourse on higher education models has a pronounced interdisciplinary character and integrates philosophical, pedagogical, managerial, economic, and comparative approaches. It is determined that the prospects for further research are connected with the analysis of digital, network, and innovative models of university education, as well as with the study of mechanisms for adapting the Ukrainian higher education system to modern global challenges.