The article deals with the problem of corporate academic dishonesty, without overcoming which it is impossible to ensure the quality of national higher education to meet modern world requirements. The article aims to actualize the problem of corporate academic dishonesty in the educational process of domestic universities and other higher education institutions, as well as to identify and explain the key reasons that give rise to the phenomenon and does not allow HEIs to be socially responsible. The essence of the social responsibility of the university is identified. It is emphasized that it cannot be provided when corporate academic dishonesty is cultivated in the university environment. The key causes of the problem of academic dishonesty in domestic universities and other higher education institutions are highlighted. A methodological approach to assessing the possibilities of ensuring real integrity in the social environment of a higher education institution depending on the model of its educational activities is proposed. According to the results of the study, it is concluded that corporate academic dishonesty is a systemic social disease of domestic higher education, which is caused by the state of modern Ukrainian society. It is a much more dangerous problem compared to plagiarism in improving the quality of Ukrainian higher education to the level of European requirements. And it is much more difficult to overcome than the fight against plagiarism. This is because plagiarism is committed individually and corporate academic dishonesty is done collectively. This determines the need for in-depth systemic studies of the actualized problem and the determination of ways to overcome it.

Based on a systematic analysis of the rapid changes in the information society related to the pragmatics of «leader» technologies of the fourth industrial revolution (industry 4.0), the article reveals the role and importance of critical thinking as one of the basic human skills of the 21st century. It is proved that the development of critical thinking has become a leading trend in the modern educational process and requires not only an in-depth understanding of the phenomenon of critical thinking itself, but also new technologies for its implementation in teaching. In the specified discourse, the basic «pain points» of the development of critical thinking in the theory and practice of domestic pedagogical activities are defined and mechanisms of solving existing problems are outlined. It has been stressed that critical thinking is not a separate skill, but a synergy of many skills. Critical thinking is a specific form of evaluative activity in the process of cognition, which is focused on identifying the level of reliability of a fact recognized as a model or standard and produces purposeful self-determination on the way of its reconstruction and productive transformation. Four postulates of critical thinking are formulated and the algorithm of a critical thinking development technology is offered, which provides a number of specific techniques at various levels of education, in various subject fields, kinds and forms of pedagogical activity. It has been determined that the implementation of the technology for the development of critical thinking presupposes the sequential implementation of a three-level algorithm: Evocation, Meaning Realization and Reflection. Each of these three levels has its own goal and objectives, as well as a complex of pedagogical methods, techniques aimed at enhancing research, creative activity, and then on comprehending and generalizing the knowledge gained.

The development of human civilization convincingly proves to us that a person, being born in a certain historical epoch in a certain country, prepares not for life in general, but for life in specific social and cultural conditions. Analysis of the available philosophical, pedagogical, sociological literature and areas of scientific and educational research indicates that researchers focus their attention on the problem of social responsibility of modern Universities. In particular, interest in this issue has grown significantly in recent years. The activities of Universities are never limited to the training of future specialists. Universities perform the social function of reproduction and development of society and its systems through the processes of translation of cultural norms in changing historical circumstances, each time on the basis of new social relations. Although among researchers there is no consensus on the definition of social responsibility of the University and the areas of its implementation, there is a general understanding of this phenomenon as a certain obligation of a higher education institution to society. That is why it is important to realize that the social responsibility of Universities should be considered in the context of the general social and cultural dynamics of a particular society. And if there were times when the social responsibility of the University could be represented by the concept of «literacy», then modern world makes completely different demands on education in general and on understanding of the University social responsibility in particular. The social responsibility of the University to society as a social institution, its individual groups and strata, is its commitment to contribute to the solution of important social problems.

The article considers issues related to the need to modernize the current system of assessment of academic achievements of primary and secondary school students, due to their transition to study according to the new state educational standards. The results of the research of teachers’ and students’ views on the current assessment system, on its role in the individual approach to the student’s personality in the learning process are presented. The obtained results testify to the participants’ understanding of the shortcomings of the current assessment system and the need to develop such an approach to the assessment of educational achievements, which would eliminate the existing contradictions. The problems of the current assessment system highlighted in the article can be solved by implementing modern world practice of introduction of so-called formative assessment in the domestic educational environment, which will track individual progress of students in the learning process for timely correction, active involvement of students in the assessment process. It draws attention to the students’ understanding that the objectivity of assessment, self-assessment of educational activities, dialogic feedback should become tools of modern education. The results of the survey of students show a difference in views on assessment depending on their age. Based on the comparison of the results of the survey of participants in the educational process, the similarity of their views on the problems of the current assessment system is shown. This article is a continuation of the scientific search for ways to improve the system of monitoring and evaluation of student achievement in general secondary education.

This article discusses the methodology of future doctors’ media competence formation in the process of preclinical training at the medical university. The study considers methodology as the organization of scientific research with the articulation of a concept and the selection of research methods. The methodological basis of our research is revealed at four levels: philosophical, general scientific, specific scientific and technological. The provisions of the philosophy of education on continuous professional growth and individual self-development, the concept of human-centrism in medicine and education are attributed to the philosophical level of research. The concept of research of future doctors’ media competence formation in the process of preclinical professional training at the medical university was determined on the basis of the general scientific level including a set of methodological and theoretical provisions. The study was carried out on the basis of systemic, axiological, acmeological, activity-oriented, personality-oriented and competence-based approaches. It allows to consider the problem of future doctors’ media competence formation as an interdisciplinary one, which requires knowledge integration in the process of preclinical professional training at the medical university. Theoretical and methodological provisions on vocational education, development of continuing professional education, the structure of the media competence of future doctors are revealed at the specific scientific level. Technological level of research includes technologies for the implementation of organizational and methodological foundations, the choice of means and methods for obtaining empirical data and a system of research methods of future doctors’ media competence formation in the process of preclinical training at the medical university.

The purpose of the article is to highlight the virtual reality technologies that are already used to modernize the education system, to review and determine the relevance of existing augmented and virtual reality applications used in the modern educational process. The choice of research methods is determined by the purpose of the article and the subject of research, in particular, a systematic approach to the analysis of works on virtualization of education, general scientific and empirical techniques based on a systematic approach, and general research methods such as generalization and comparison. The scientific novelty of the obtained results lies in the review of VR-systems and applications used today in the educational process, in particular in Ukraine, focusing on the problems and prospects for their further use for educational purposes. The article describes the possibilities and advantages of using virtual reality technologies in modern education. It is noted that today there are already several thousand different applications for the use of virtual reality in education, and their number is increasing daily – in the European market alone there are more than 300 companies engaged in the development of these technologies. Thanks to new challenges and virtual reality technologies, the education sector is on the threshold of a new stage of technological and effective development. New curricula will appear in the near future, and virtual reality technology will be improved and implemented in an increasing number of educational processes. It is emphasized that a significant prerequisite for the development of the education sector is the intensive spread of virtual reality technologies, while the development of VR programs is still expensive and time-consuming, labour-intensive, and not all learning materials can be transferred to VR. Effective use of VR-technologies requires a significant change in curricula at the state level, so the introduction of VR-technologies in the education sector is at the level of experiments.

The authors reveal the issues of partnership between the preschool institution and the school in preparing children for study at New Ukrainian School. The main condition for ensuring continuity in education and training is determined by the orientation of the educational process of the preschool institution and the New Ukrainian School on the comprehensive development of the child’s personality. It is emphasized that the knowledge, skills and experience gained in preschool and family will be used to actively use them in the educational process, as the interest of preschool educational institution and New Ukrainian School will make the transition from preschool to school painless for the child. Emphasis is placed on the fact that partnership in relations between the participants of the educational process is a guarantee of their productive interaction, one of the ways to solve educational problems. The object of the study is the partnership between the preschool and school in preparing children for study at New Ukrainian School; subject of research - preparation of children for study at New Ukrainian School; The purpose of the article is a theoretical substantiation (based on a holistic analysis of scientific sources) and an empirical study of the problem of implementing partnership between preschool and school in preparing children for study in the New Ukrainian School. The authors came to the conclusion that according to the Law of Ukraine «About Education» the aspect of pedagogy of partnership between all participants of the educational process acquires great importance in the Concept of New Ukrainian School. The pedagogy of partnership is based on the principles of humanism and a creative approach to personal development. Its goal is to develop a humane society free from totalitarianism. The New Ukrainian School stipulates that teachers, together with parents, form a partnership centered on the child. The current state of preschool and primary education is characterized by diverse coverage of many issues in the interaction of the pedagogical process of preschool educational institution and New Ukrainian School, and the partnership of related levels of education, i.e. preschool educational institution and New Ukrainian School, will help unite the efforts of preschool educational institution educators, primary school teachers and parents in continuing education.

The article highlights the problem of forming an inclusive educational environment for people with special problems, analyzes the conceptual framework and basic regulations on the development of inclusive education in Ukraine, describes and expands the essence and content of such concepts as «Environment», «educational environment», «inclusive educational environment», «people with special needs»; characterises general didactic principles of inclusive education, determines the main priorities and components of inclusive educational environment that will be formed on the principles of accessibility, humanity and efficiency; establishes its main features, highlights the main areas of psychological assistance to people with psychophysical development problems, their socialization in society. The multidimensionality of definitions and definitions in the process of characterization of the basic components of the educational environment is characterized. Various opinions and approaches to understanding the essence of the concept of «educational environment» are considered. The own understanding of inclusive educational environment as a type of educational environment, which provides all subjects of the educational process with equal opportunities for effective self-development, provides a solution to the problem of educating people with special needs by adapting educational space to the needs of each person, variability, favourable psychological microclimate, re-planning of educational facilities so that they meet the needs of all participants in the educational process without exception and ensure the full participation of people in the educational process. The characteristics of inclusive educational environment as a system of values to the personal development of people with special educational needs, the set of resources (means, internal and external conditions) of their lives in educational institutions and the focus on individual educational strategies.

The article deals with modern approaches to teaching foreign languages at French universities, existing problems and modern challenges due to historical, social and cultural factors. The modern language and foreign language approaches to a foreign language teaching have been distinguished. The study about a foreign language teaching and learning has been defined as a young discipline in the article. It has been stressed that learning models which viewed language acquisition as the formation of habits and suggested teaching methods emphasizing memorization and drills, have given way to cognitive approaches focusing on information processing and have led to methods based on comprehension and communication. The article emphasizes that France is traditionally viewed as a monolingual country, and here the system of bilingual education is available only for some regional languages: Breton, Corsican, Occitan, Catalan, Basque and German. It has been stated that learning a foreign language in a context of an institution takes place with structural constraints such as a limited contact time and a lack of socialization in the language via an existing community that speaks the chosen language. It is said that the idea of the «native speaker» as a model of proficiency still dominates language education and language mistakes are often stigmatized instead of being regarded as a natural and considerable part of building communicative skills. The modern language and foreign language approaches to second or foreign language teaching have been distinguished. The paradoxes of a foreign language study at French universities have been stressed; three different problems for foreign languages learning and teaching at university level in France have been analyzed. The factors which influence second language acquisition have been considered: the quantity of incoming information, or language exposure which students receive; the type of their interaction; the quality of feedback they get. The lack of hours for foreign language learning at French universities has been stated. The use of instructional and communication technology (ICT) in combination with face-to-face instruction have been suggested as a practical solution in the modern conditions of France’s higher education.