Academic literature on the topic 'Theoretical and practical training of Masters in Cybersecurity'

The relevance of the study is due to the need of modernisation of the information sphere of activity in accordance with European standards and the proper level of training of specialists in this field for further professional development. The aim of the work is to create an innovative model of the content of the training of masters majoring in 029 “Information, Library and Archival Affairs” based on a comparison of the current state of the Ukrainian, American, and European educational systems. To achieve this goal, the author used the following general scientific research methods during three stages of scientific research: structural and comparative analysis, synthesis, generalisation, and systematisation, as well as modelling. The theoretical basis in the form of scientific and journalistic literature on the training of Master’s in library and archival affairs in Ukraine and abroad has been developed. The experience of Ukrainian higher educational institutions, American and European institutions of higher education is compared in order to identify the focus of training specialists in speciality 029 “Information, Library and Archival Affairs”. The theoretical orientation of the Ukrainian educational system for the formation of masters of this speciality and at the same time the practical orientation of universities in the USA, France, Australia, Spain and Sweden are determined. An innovative structural and functional model of forming the content of training masters of information and library science based on comparative analysis and theoretical and practical components is developed. The practical value of scientific work lies in the creation of the author's model of promising functional training of masters of speciality 029 “Information, Library and Archival Affairs” in accordance with the requirements of modernity, with its subsequent possible implementation in the activities of higher educational institutions

The paper proves that master students scientific research is the essence for teacher training professional development. The authors describe the model, substantiate approaches to master students scientific research position and content understanding based on their analyses of the experience of master students scientific research predictive model representation. Methodologically these are activity and research approaches; and their implementation principles are practice-oriented educational process principle, activity and creative content of education principle and the educational process personalization principle. The paper exposes to light the experience of master students scientific research organization pedagogical conditions implementation (scientific research building into the theoretical and practical courses of master degree program study; its presentation as a means of master students personal pedagogical experience and professional activity evaluation and correction; master students personal pedagogical experience use as a base in the process of theoretical course study; the connection of theoretical courses, practical trainings, work on masters thesis). The paper highlights peculiarities of master students scientific research organization process. These peculiarities are: the search of leading pedagogical experience, academic research organization; teaching practice and theoretical courses educational program composition on the basis of research and education problems solving and projects implementation; the educational research and scientific research practical training content connection with masters thesis subject; simulation training as a method of enquiry and transformation of pedagogical reality and etc.

The relevance of constant professional development for teaching staff in professional (vocational) education schools (P(V)E schools) is conditional upon the innovative changes in education, the modernization of educational and industrial technologies and the elaboration of effective models and mechanisms of training highly qualified personnel. The professional development of masters of vocational training is correlated with the development of their professional competency, integrating the so-called systematic build-up of new knowledge and experience. The article aims to justify a particular technology for developing professional competency in masters of vocational training from P(V)E schools. Methods include a theoretical analysis of scientific works, a study of practical experience, systematization, generalization and a pedagogical experiment. Results. The results of the survey of teaching staff (including masters of vocational training) regarding the final level of professional motives confirm the following: a high level – 29%, a sufficient level – 56%, an average level – 15%. The results of these specialists’ self-assessment of their readiness for professional development are as follows: a high level – 48%, a sufficient level – 47%, an average level – 5%. The paper proves that there appears to be a need to discover some optimal technologies for developing professional competency in masters of vocational training, given the conditions for elaborating modern models of teacher education. An algorithm for designing the technology for developing professional competency in masters of vocational training from P(V)E schools includes a scientific aspect (defining and adhering to targets, objectives, methodological and other principles of professional education), a procedural aspect (modelling the content, forms and ... Conclusions. The paper presents the technology for developing professional competency in masters of vocational training from P(V)E schools as a psycho-pedagogical process organized according to an appropriate algorithm, whose implementation should result in the professional development of masters of vocational training.

Relevance: the need for the development and experimental verification of lifelong learning, namely: mi- crobiology, virology and immunology of future Masters of pharmacy (during studying in higher educational institution and after its graduation, their professional career in the context of society informatization). Aim: to analyze the state of preparation of Masters of pharmacy in the study of microbiology, virology and immunology in the conditions of society informatization. Methods: theoretical (analysis, synthesis, generalization); empirical (expert evaluation and self-assessment methods; questionnaire). Results: the modernization update of the purpose and contents of teaching the future Masters of pharmacy in microbiology, virology and immunology is proposed. An attempt has been made to introduce such a system of training, which would be aimed at the formation of professional knowledge of future Masters of pharmacy, continuous improvement of their professional competences, meaningful practical application of the obtained theoretical knowledge and the acquisition of new knowledge (that appears in the scientific space), the forma- tion of appropriate skills, effective communication formation in the professional pharmaceutical environment through remote technologies. Conclusions: the author has proved that the profession of provisor is inherently a process of constant self- development and self-improvement, with the help of which pharmaceutical activity will be effective. Considering that the pharmaceutical industry has undergone significant changes in comparison with the last century, and requires continuous scientific and educational education, it is concluded that the modern provisor should be able to improve his personal professional qualification at the convenient time for him, remotely, including by online and offline.

The article deals with the problem of training modern specialists of the specialty "125 - Cyber Security". Issues of providing students with specialized and professional knowledge and skills in cryptographic protection of the information are considered. The necessity of obtaining practical knowledge on information protection with a certain amount of theoretical knowledge for future cybersecurity specialists has been substantiated. Through the analysis of literature and the use of own experience, the essence and structure of the concept of "competence on cryptographic protection of the information" have been determined. Formation of these competencies have been carried out within the framework of interdisciplinary links of educational disciplines, namely: "Applied Cryptology", "Secure Programming". The list of requirements for professionally significant characteristics of a cybersecurity specialist in the field of cryptographic protection of information has been determined. An overview of cryptographic libraries has been conducted and the main criteria for selecting the cryptographic service and the programming environment have been determined. The article demonstrates the need to use modern cryptographic .Net Framework services and the Microsoft Visual Studio application development environment to provide students with the knowledge and practical skills of information protection. The model of formation and development of competences on cryptographic protection of the information for students of the specialty “125-Cyber Security” has been developed and the ways of its realization at Borys Grinchenko Kyiv University have been offered. In the course of the research it was determined that in the programming of cryptographic protection mechanisms, practical skills of using cryptographic algorithms in the processing and transmission of data have been effectively formed. It is proved that the definition of the volume of theoretical knowledge and practical skills, taking into account the interdisciplinary connections of educational disciplines, allows preparing specialists with practical skills in cryptographic protection of the information. Such specialists are necessary for IT companies in the labor market.

The article proposes to consider the author's results of determining the conceptual provisions for optimizing the areas of administrative and legal regulation of state cybersecurity policy. The content of the current state of state policy in the field of cybersecurity is considered. Theoretical and practical aspects of optimization of legal relations in the field of state cybersecurity policy are analyzed. The interpretation of the state cybersecurity policy of Ukraine is determined – the activity of state and legal institutions to manage real and potential cyber threats and dangers to meet the cyber needs of man and citizen, as well as the realization of national interests in this area. The own vision of directions of the state cybersecurity policy according to the maintenance of a number of regulatory legal acts is offered, namely: directions of the state cybersecurity policy according to the Law of Ukraine «About the basic principles of maintenance of cybersecurity of Ukraine»; directions of the state cybersecurity policy in accordance with the Law of Ukraine «On Fundamentals of National Security of Ukraine»; directions of the state cybersecurity policy in accordance with the Doctrine of Information Security of Ukraine. It is concluded that the priority areas for optimizing state policy to strengthen the administrative and legal regulation of cybersecurity of the state are the following reforming cyber law as a segment of information legislation of Ukraine, especially in terms of not only clearly defining current threats and threats to cyber security, but also mechanisms public policy, including symmetric cyber measures; research on the protection of critical infrastructure from cyberattacks; promoting the development of domestic innovative products that can be used to strengthen the cybersecurity of the state; completion of the implementation of the provisions of the Council of Europe Convention on Cybercrime into national law; optimization of the training system in the field of cybersecurity for the needs of the Armed Forces of Ukraine and other bodies of the security and defense sector of Ukraine; promoting a more active policy of state security institutions to inform the public about cyber threats; promoting the militarization of cyberspace; support for both existing multilateral training sessions on countering cyberattacks on the state information infrastructure, and initiating new types of such training sessions. Key words:cybersecurity, cyberspace, state policy, cybersecurity policy, cybercrime.

Abstract The German experience in professional training of teaching staff in adult education has been analyzed; it has been clarified that modern educational programs of Bachelor and Master specialties are based on the basic educational program offered by Adult Education Sectional Commission of Pedagogical Sciences in Germany (DGfE); value-targeted and organizational and semantic issues of Masters’ in Adult Education professional training in universities of Germany, defined according to andragogue profession’s modern roles and functions have been considered. The purpose of Masters’ in Adult Education professional training and the content of professional competencies have been revealed, the limits of andragogues’ academic education at the graduate level have been outlined. Based on the theoretical analysis of university reference books common features of Master’s programs of academic education in Adult Education / Continuous Education in universities of Germany have been found; the basic principles of the Master’s programs realisation in German universities have been indicated. Special attention is paid to research and justification of organisation and structural elements of Master’s programs in Adult Education / Continuous Education in Otto Friedrich University in Bamberg; the purpose and subject specialty have been revealed; the relation between theory and practical training has been established, the organization and the purpose of practical training abovementioned university have been described, professional prospects of graduates have been outlined.

This article is devoted to the problem of readiness of students majoring in 125 Cybersecurity at Borys Hrinchenko Kyiv University to manage information security risks (IS) based on the decision-making theory. The interdisciplinary approach in education, namely, the integration of the disciplines "Risk Theory" and "Decision Theory", allowed to implement in the educational process the formation of practical skills of risk management of future cybersecurity professionals. Based on the achievements of didactics and psychological theories, the analysis of concepts in the field of interdisciplinary methodology is carried out and the relevance and significance of its introduction into the educational process of institution of higher education is substantiated. The peculiarities of the organization of the educational process of training bachelors of information and cyber security in the context of an interdisciplinary approach are described. The elements of the methodology of formation of practical skills of students to make managerial decisions in the conditions of risk on the basis of interdisciplinary principles are developed, theoretically presented and substantiated. It is proved that interdisciplinary exchange, integration of theoretical knowledge of disciplines contribute to new fundamental results, create preconditions for the development of practical skills, provide a holistic image of training future specialists in information and cyber security.

The article analyzes the features of professional training of future masters in transport technology (by air transport) in the institution of higher technical education. The normative-legal and organizational-pedagogical bases of formation of readiness of future masters іn transport technologies (by air transport) to professional activity in experience of technical establishments of higher education of Ukraine are characterized. It is noted that the educational process should be aimed at preparing future professionals for independent professional activity. It was found that the process of forming the readiness of future specialists in transport technology (by air transport) begins in the system of their training and is inextricably linked with the content, methods of knowledge presentation, pedagogical competence of teachers, individualization of education, educational and cognitive activities of students. the educational environment of the institution of higher technical education, the level of motivation of students. The basis of professional training should be classroom and independent search and creative activity of the student, in the process of which the professional knowledge, abilities and skills, personal qualities set by the educational and qualification characteristic will be formed. The main directions of modernization of the content of professional training of future masters in transport technologies (by air transport) are substantiated: harmonization of normative-legal base on professional training of masters in transport technologies, their better adaptation to new requirements of European educational space, modern national and European labor markets; combination of theoretical and practical training; modernization of forms and methods of teaching; wider use of the potential of information technology, e-learning.

This paper discusses theoretical, methodological and methodical aspects of realization of the competence approach to the training of masters majoring in pedagogical education in Physics and Mathematics during the course Non-Classical Problems of Mathematical Physics study at higher educational institutions. The paper describes the goals, objectives and relevance of the course aimed at understanding practical solutions of non-classical problems of mathematical Physics by undergraduates. In accordance with the federal state standard of higher education the authors present the competences that are developed during this course. The authors describe the process of the declared competencies development. This process has several levels. For each learning outcome the authors describe appropriate levels of competence (threshold, standard, reference). The authors materials reflect methodology of professional competences development in the process of training masters majoring in mathematical education on the basis of Transbaikal State University. The practical aspect of the competence approach implementation is examined on the basis of this training course through the boundary value problem of mathematical Physics in the field with film inclusions (the problem for a strongly permeable film). The positive experience presented in the paper and the received materials can be useful for university teachers.

У дисертації здійснено цілісний порівняльний аналіз професійної підготовки майбутніх магістрів з кібербезпеки в університетах Великої Британії з метою запозичення прогресивних ідей досвіду для впровадження окремих його елементів у вітчизняну освітню практику. Обґрунтування нових концептуальних підходів до вдосконалення професійної підготовки магістрів з кібербезпеки потребує в контексті інтеграції України до європейського освітньо-інформаційного простору ретельної уваги до результатів наукових пошуків і прогностичних ідей зарубіжного досвіду, зокрема Великої Британії. Схарактеризовано стан дослідження проблеми професійної підготовки магістрів з кібербезпеки в психолого-педагогічній літературі, обґрунтовано залежність розвитку кібербезпекової політики від рівня професійної компетентності фахівців із кібербезпеки. З’ясовано, що зовнішня та внутрішня безпека держави, захист інтересів і здоров’я її громадян, особистої інформації залежать від якісної й ефективної діяльності інституцій і структур, які надають послуги з інформаційної безпеки, тобто від професійної компетентності фахівців із кібербезпеки. Проаналізовані вимоги міжнародних організацій («ENISA», «IMPACT», «OSCE», «NSA») до професійної діяльності та підготовки фахівців із кібербезпеки відображено у формулюванні цілей, конкретизації змісту, форм, методів і технологій професійної підготовки магістрів з кібербезпеки, в обґрунтуванні їхніх професійних компетентностей у кіберпросторі. Зафіксовано напрями кібербезпекової політики у Великій Британії: узгодженість критеріїв глобального індексу кібербезпеки та сприяння досягненню основних цілей і концептуальних рамок «Програми глобальної кібербезпеки»; створення платформи для кібербезпеки різних секторів економіки; розроблення спеціальних інформаційних систем і технологій, окремих програмних продуктів; активний розвиток державно-приватного партнерства щодо обміну інформацією про кіберзагрози, управління кіберінцидентами, розроблення галузевих стандартів та рамкових програм кібербезпеки з представниками бізнесу, науки й громадськості; запровадження системи сертифікації компаній та фахівців; залучення бізнесу до фінансування університетських освітніх програм у сфері кібербезпеки та створення спеціальних центрів обміну досвідом. На підставі аналізу законодавчої бази в галузі кібербезпеки Великої Британії підсумовано, що вона є доволі складною та дуже швидко змінюється. Відповідно до професійних стандартів, визначено мету підготовки магістрів з кібербезпеки, яка полягає в поглибленні фахових знань (розуміння ключових понять, принципів, технологій і практики), розвитку професійних навичок та методологічних умінь із питань кібербезпеки. Описано особливості організації освітнього процесу підготовки магістрів в університетах Великої Британії. Унаслідок опрацювання навчальних планів й освітніх програм провідних університетів Великої Британії зроблено висновок, що змістовий компонент органічно поєднує фундаментальну, фахову, науково-дослідницьку й практичну підготовку, сприяючи задоволенню перспективних кар’єрних можливостей і науково-професійному зростанню в галузі кібербезпеки. З’ясовано, що практична підготовка магістрів – обов’язковий компонент змісту програм, що передбачає різні форми (стажування, інтернатура, участь у наукових і міжнародних проектах, волонтерство, менторство, робота з партнерами). Виявлено, що підвищення якості професійної підготовки магістрів з кібербезпеки в університетах Великої Британії досягають завдяки використанню інтерактивних форм, методів та технологій навчання. Застосування інноваційних методів і технологій навчання спрямоване передовсім на вдосконалення результатів навчання магістрів, розвиток мотивації до навчання, удосконалення практичного досвіду. З’ясовано, що особливу увагу зосереджено на розвитку проектних умінь у виконанні дослідницької діяльності. Також підготовка магістрів передбачає професійне та наукове стажування, що є органічною частиною освітньої програми та працевлаштування. Магістрантам пропонують, зокрема, допомогу в розробленні резюме, у розвитку навичок співбесіди тощо. Досліджено сучасний стан підготовки магістрів з кібербезпеки в закладах вищої освіти України, виконано порівняльно-педагогічний аналіз особливостей професійної підготовки магістрів з кібербезпеки у Великій Британії та Україні. На підставі вивчення досвіду Великої Британії обґрунтовано науково-методичні рекомендації щодо вдосконалення професійної підготовки магістрів з кібербезпеки в ЗВО України за такими рівнями: стратегічний; організаційний; змістовий; технологічний. Наукова новизна одержаних результатів полягає в тому, що: уперше виявлено організаційно-дидактичні особливості професійної підготовки магістрів з кібербезпеки в університетах Великої Британії (вільний вибір індивідуальної освітньої траєкторії для кар’єрного просування на засадах інтеграції й диверсифікації освітніх програм, сертифікації професійної кваліфікації; стандартизація та міждисциплінарність змісту, професійна й дослідницька спрямованість, узгодженість із вимогами та потребами кіберполітики; прикладний характер освітніх програм; високий рівень організації самостійного дослідження й пошуково-дослідницької діяльності; інноваційність та інтерактивність форм, методів і технологій навчання); виконано порівняльно-педагогічний аналіз професійної підготовки магістрів з кібербезпеки в університетах Великої Британії й України; окреслено можливості імплементації конструктивних ідей британського досвіду для вдосконалення професійної підготовки магістрів з кібербезпеки в університетах України; удосконалено змістове й навчально-методичне забезпечення для професійної підготовки магістрів з кібербезпеки в університетах України (розроблено авторський спецкурс); набули подальшого розвитку положення щодо сутнісних характеристик і змістового наповнення поняття «професійна підготовка магістрів з кібербезпеки» та його інтерпретації відповідно до зарубіжної й української семантики; стосовно сучасних тенденцій розвитку ІТ-освіти в умовах формування глобальногокібербезпечного простору. Практичне значення роботи засвідчує підготовка науково-методичних рекомендацій «Професійна підготовка магістрів з кібербезпеки: досвід Великої Британії», де обґрунтовано шляхи використання прогресивних ідей британського досвіду для модернізації професійної підготовки майбутніх магістрів з кібербезпеки в Україні. Основні положення, теоретичні висновки, джерельну базу дослідження варто залучати під час розроблення освітніх стандартів підготовки магістрів з кібербезпеки, спецкурсів і спецсемінарів для підготовки майбутніх фахівців ІТ-галузі, удосконалення організації професійної підготовки майбутніх фахівців із кібербезпеки в Україні.
The thesis presents a comprehensive comparative analysis of professional training of Masters in Cybersecurity at UK universities to implement innovative aspects of such experience in the Ukrainian system of education. The justification of new conceptual approaches to improving professional training of Masters in Cybersecurity should pay special attention to the results of scientific research and prognostic ideas of the international experience, in particular, that of the UK, in the context of Ukraine’s integration into the European Higher Education Area. The thesis describes the coverage of professional training of Masters in Cybersecurity in the psycho-pedagogical literature and justifies the dependence of the development of cybersecurity policy on the level of professional competency of specialists in cybersecurity. It specifies that both the external and internal security of the state, as well as the protection of interests, health and personal information of its citizens, depends on high-quality activities of institutions and organizations providing information security services, that is on professional competency of specialists in cybersecurity. It analyzes the requirements of international organizations (“ENISA”, “IMPACT”, “OSCE”, “NSA”) for professional activities and training of specialists in cybersecurity which are reflected in the formulation of goals, the specification of the content, forms, methods and technologies of professional training of Masters in Cybersecurity, as well as in the justification of their professional competencies in cyberspace. It singles out the following areas in the UK cybersecurity policy: the coherence of criteria of the Global Cybersecurity Index (GCI) and the promotion of the main goals and conceptual frameworks of the Global Cyber Security Programme; the creation of a platform for the cybersecurity of different sectors of the economy; the development of special information systems and technologies, as well as separate software products; the active establishment of public-private partnerships on cyber-threat information sharing and cybersecurity incident management; the elaboration of cybersecurity industry-standards and framework programmes with business, science and the public; the introduction of a certification system for companies and specialists; the involvement of business in financing degree programmes in Cybersecurity; the establishment of special centres for sharing experience. The analysis of regulatory documents in the field of cybersecurity in the UK shows that it is somewhat complicated and changes rapidly. According to professional standards, the goals of masters programmes on Cybersecurity include consolidating professional knowledge (understanding key concepts, principles, technologies and practices) and developing professional and methodological skills in cybersecurity. Also, the thesis describes the characteristics of the educational process in the context of masters training at UK universities. The study of degree programmesand curricula of the leading UK universities shows that the content of such training organically combines fundamental, professional, research and practical training, contributing to the pursuit of career prospects and scientific and professional growth of cybersecurity. The thesis clarifies that practical training of masters training is a compulsory component of the content of masters programmes, which involves various forms (internships, participation in scientific and international projects, volunteering, mentoring, working with partners). It finds that the quality of masters programmes on Cybersecurity at UK universities is enhanced by using interactive teaching forms, methods and technologies. It must be noted that the use of innovative teaching methods and technologies is primarily aimed at improving the results of masters training, boosting motivation towards learning and enhancing practical experience. Particular attention is paid to the development of project skills while conducting research. Masters training also includes professional and research internship, which is an organic part of degree programmes and employment. Students can be offered to assist in creating a CV and developing interviewing skills. Finally, the thesis explores the current conditions of masters programmes on Cybersecurity at Ukrainian universities and presents a comparative pedagogical analysis of the peculiarities of professional training of Masters in Cybersecurity in the UK and Ukraine. The study of the UK experience has made it possible to justify scientific and methodological recommendations for improving professional training of Masters in Cybersecurity at Ukrainian universities at the strategic, organizational, content-related and technological levels. The scientific value of the obtained results is as follows: for the first time, the organizational and didactic peculiarities of professional training of Masters in Cybersecurity at UK universities (a free choice of an individual educational trajectory for career advancement based on the integration and diversification of degree programmes and the certification of professional qualifications; the standardized and interdisciplinary content of professional training; professional and research focus; the consistency with the requirements and needs of cyber policy; an applied nature of degree programmes; a high level of independent research and research activities; innovative and interactive forms, methods and technologies of teaching and learning) have been revealed; professional training of Masters in Cybersecurity at UK and Ukrainian universities has been comparatively and pedagogically analyzed; the possibilities of implementing innovative ideas of the UK experience with the aim to improve professional training of Masters in Cybersecurity at Ukrainian universities have been outlined; the content and the instructional-and-methodological support of professional training of Masters in Cybersecurity at Ukrainian universities have been improved (the author’s specialized course has been developed); the statements on the essential characteristics and the content of the concept of “masters training in Cybersecurity” and its interpretation in accordance with the international and Ukrainian semantics, as well as on current trends in the development of IT education under the conditions of creating global cybersecurity space, have been further developed. The practical value of the obtained results can be proved by the author’s instructional-and-methodological recommendations, titled “Professional Training of Masters in Cybersecurity: the UK Experience”, which justify the ways of using innovative ideas of the UK experience to update professional training of Masters in Cybersecurity in Ukraine. The main principles, theoretical conclusions and sources of this research should be included in the development of education standards on professional training of Masters in Cybersecurity, specialized courses and special seminars on professional training of IT specialists, as well as in the improvement of professional training of future specialists in cybersecurity in Ukraine.

The focus of this chapter is on the use of technology in the teaching and learning of research methods in masters’ and doctoral programmes in higher education, with particular reference to the field of educational research. The current challenges in research-methods teaching are taken up with the aim of, first, reflecting on questions about developing innovative and engaging flexible learning practices that are appropriate to the ways in which researchers (in particular, new researchers) can develop their skills, knowledge, and practice in diverse academic and professional settings. Second, the chapter explores how technology can be effectively used in the teaching and learning of research methods and how technology and pedagogy can be integrated to achieve a successful e-learning design. We explore these issues through a case study of the V-ResORT project (Virtual Resources for Online Research Training). Third, we describe an action research approach we have developed in the project to build an effective theoretical framework that underpins the production of video narratives and other online learning and teaching resources. Fourth, we present our approach to learning design and reusability as requirements to enable online materials to be embedded within course settings and across institutions using an “invented everywhere” approach. We present some practical examples of how our ideas have been translated into practice. Finally, we draw some conclusions from our action research study and present some ideas about trends for future developments of online research-methods learning and teaching.

It cannot be said that the creative biography of the artist-architect Stefan Narębski (1892–1966) remains a completely unknown page in the history of art, but everything that has been written and published so far about the life and work of Stefan Narębski is only the top of the iceberg which is his complete biography. The author restores many forgotten and unknown facts of this biography, mainly based on the materials of the Archive of the Nicolaus Copernicus University, first of all, the artist’s own notes (“Diaries”), which had never been published before. Discoveries of this kind relate primarily to the childhood and adolescence of Narębski, held in the Caucasus and Vilnius; his participation in the 1905 revolution; his educational and creative activities in Włocławek in the 1920s; his connections with Stephen Batory University; as well as the repressions that he faced both during the years of the Nazi occupation of Lithuania and during the restoration of Soviet power here, in 1944–45. In the artistic heritage of Narębski, a close-up is highlighted by the types of residential buildings developed by him, educational institutions (museum, school, university department), modern churches, projects for the artistic transformation and decoration of public interiors (the residence of the archbishop; town halls in Vilnius and Torun). The theoretical development of the artistic training program for masters of architectural design (design and decoration of interiors), carried out by Narębski, and the practical implementation of this program at the Nicolaus Copernicus University contained an innovative beginning and provided the most important breakthrough of Polish post-war artistic pedagogy towards a modern, progressive methodology. Of great importance is the international aspect of the work of Narębski, whose personal biography is connected not only with Poland and the strongest impulses of Polish patriotism, but also with Lithuania, Russia, Belarus, Ukraine (with the places where he studied, lived, worked, built and planned the construction of new objects). His contribution to the development of art and artistic pedagogy is subject to measurement on the scale of not only national but also Eastern European culture.

The reasons for writing the paper are grounded on the basis that the integration of Ukraine into the intercultural space, the expansion of economic ties necessitate the modernization of the training of masters of tourism in the field of time to improve the theoretical and methodological foundations for effective intercultural interaction. In this regard, higher education institutions face a responsible task – to provide al spheres with highly professional competitive workers in order to build an economically strong democratic state. This requires from future professionals not only high qualification, but also the ability to work at the appropriate professional cross-cultural level. As a result, the aim of the study is to identify the main innovations in approaches to learning English in Ukraine, based on the European experience. Methodology. The methodological basis of the study is demonstrated by the operational and methodological tools of foreign language education of future professionals. Based on this, the components of this toolkit, called as eight methodolodies were such as: the first methodology is «Flipped classroom», the second methodology is «Project learning», the third methodology is «Cooperative learning: together stronger», the fourth methodology is «Gamification», the fifth methodology is «Problem-based learning», the sixth methodology is «Design thinking», the seventh methodology is «Learning, based on thinking «, the eighth methodology» Learning based on competencies». Outcomes of the survey witnessed that the main innovations in approaches to teaching English in Ukraine, based on the: European experience; compliance with the content of the European recommendations on language education, unification of levels of education in Ukraine and the world, compliance with modern European standards of language education in accordance with the descriptors that determine the levels of English language proficiency (from A1 to C2); competence approach in teaching foreign languages, development of competencies in all four types of speech; minimization of the use of the native language in the process of communication, interactivity of learning, dynamism and variety of tasks in the classroom; maximum involvement of each student in the process of language acquisition; language learning with the help of educational and methodological complexes developed by groups of methodological specialists from Great Britain and the USA on the basis of the latest research; focus on international English language exams (FCE, CAE, IELTS, TOEFL,); clearly defined criteria for assessing the level of language proficiency. Practical implications. The ongoing research is grounded on the activity-oriented approach, which: determines the learning of material as close as possible to real life situations and user needs; tasks for the development of critical thinking; changing the role of the teacher and the introduction of partnership pedagogy; active use of multimedia tools, audio and video materials, the Internet to create a speech environment for students, the use of modern devices for searching and processing information; organization of project work of students, application of non-standard and creative tasks; involvement of students in cultural and educational activities conducted in foreign languages in extracurricular time; participation of future specialists in exchange programs; promoting lifelong learning and self-development. Value/originality. One of the key indicators of education reform is the study of foreign languages as a priority of Ukraine’s domestic policy on EU integration. One of the tasks in the program is «ensuring the increase and optimization of Ukraine’s presence at international events and platforms, presence in the international academic, cultural and social environment». The implementation of this task requires a qualitatively new level of teaching foreign languages at universities, in particular English as the language of international communication.

The Center of Instructional Technology and Multimedia at the Universiti Sains Malaysia (Science University of Malaysia) has for the past three years conducted a Multimedia Development course for the Masters of Education program. This paper will present experiences and opinions from both the instructor’s and students’ of the course. The course objective is to provide both theoretical and practical experiences in Multimedia Courseware development to be used in the classroom or training facilities. Students are required to submit a four-research article review as well as produce two-multimedia courseware as their practical component for the course. They are also required to undertake a final examination. From the evaluation and assessment of the course the students are very positive in the experiences that they have undergone and their major complaint is a lack of time to complete the practical component of the course. The instructor utilized PowerPoint and Microsoft Publisher as the introductory software for Multimedia and Web Page development.

Technical Innovation covers the process of creating a new successful competitive product from invention to production and market introduction within a practical company related context. Typically education for this kind of complicated, open ended work requires mastering a wide range of knowledge-areas and a lot of hands-on training practice in projects and workshops. The combination of depth and width is symbolized by the “T-shape”. Well-known learning theories give a good rationale of the teaching approaches that were developed over the years and a confirmation of this approach, including the important role of the experienced tutor, is found in the study of excellent companies. Work of a “T-shaped” engineer in the technical innovation process bears many similarities to the ideal transformation process of a company, like Collins describes in his “Good to Great”. The processes have a very comparable open-ended character, a focus for essence and simple, elegant solutions, opportunities and inventions. Success seems to rely more on the right people and a concentrated shared-goal driven cooperation (“flow”), than on the right methods of work. Collins’ observations and conclusions, applied to the domain of engineering design education helps understanding the earlier reported 15 years success of the International Product Design Engineering (IPDE) course of the Hanze University Groningen, with its combination of lecturing, projects and workshops, with a high reality content and direct supervision. The IPDE-related “Open Dynamic Design” (ODD) project and the educational experiments showed similar observations. Essential is the committed experienced participation in real innovation projects and intensive workshops, lead by very experienced T-shaped supervisors/“masters”, having deep knowledge over a good part of technologies, entrepreneurial and/or design related issues and good understanding of interrelationship and consequences in the other fields. They also should have a track record on the methodologies of product innovation and product development. Like the Collins level-5 leaders, they should be able to be both creative and analytical, give the students freedom and control them at the appropriate moments. They power the theoretical most effective learning “circle” with focused introductions and assignments, their direct, knowledgeable and adequate feedback, and quiet help during contemplation. Then the workshops are really fun and effective. The Loughborough and Glasgow Design engineering courses, the new master course at the Innovation Centre of the University of Technology of Compiegne (UTC) and the one at the Hanze Institute for Technology — an upgrade from IPDE — are built on these insights. To safeguard the continuation of this approach, a pool of experienced and potential (home and guest) T-experts is founded together by the small group of universities and their industrial partners, working jointly in the workshops, projects and modules, training the trainers while training the students - in T-design.

The article concerns grounding the technology of training masters of public service with the use of Web 2.0. This technology is based on the concept of sign-contextual learning, the positions of the laboratory-brigade method, the concept of Web 2.0, case technology, project method, problem learning. The main features of this technology are changes in the correlation between theoretical and practical training, in-class and individual studying; changing teachers’ functions; extensive use of information technology capabilities in learning.