The article highlights new views on the possibilities of teachers’ professional development in postgraduate education system, due to the transition from learning management systems (LMS) to the next generation digital learning environment (NGDLE) as an ecosystem of digital tools to support the activities of subjects of the educational process. For the first time, the authors have revealed the signs of environmental friendliness of the NGDLE, have characterized it as an open, stable, safe and comfortable system for subjects of the educational process, providing information exchange between them, as well as between them and the world around them. Such digital ecosystems are created as digital twins of the real postgraduate education institutions for the efficient lifelong learning and teachers’ professional development. The practical implementation of these new generation concepts has been presented on the example of the Ukrainian Open University of Postgraduate Education, designed to organize and support non-formal postgraduate education. It has become a complex of digital solutions aimed at the implementation of EdTech with a priority in the successful functioning of virtual chairs, conducting the educational process (formal/non-formal education), professional development of students and teachers, attracting people from different regions of the country to training and teaching, highlighting innovative educational practice, etc.

The article reveals the methodology of a comparative study of the tendencies in professional training of specialists in circular economy in some European countries. Since gaining independence by Ukraine, pedagogical research has intensified through studying the experience of the development of education in the world’s leading countries and, in particular, in the countries of the European Union, in order to borrow the best experience for Ukraine, taking into account our mentality, history, cultural and educational traditions. Such a branch of pedagogical science as comparative pedagogy and, in particular, comparative professional pedagogy, has started developing actively. When studying the tendencies of specialists’ professional training in circular economy in the Republic of Finland, the Republic of Poland and Ukraine, understanding of the methodology as a doctrine of organization of activities has been suggested for usage (A. Novikov, D. Novikov). The organization of scientific research in the problem field of comparative pedagogy has been revealed through: the proof of the countries’ equivalence in the study of the phenomenon chosen for the research; determination of the stages of conducting a comparative study; formulation of the research concept and substantiation of the research criteria. It has been shown that for conducting interdisciplinary comparative research it is important to apply a five-level methodology (levels: philosophical and worldview, general scientific, specific scientific (disciplinary), interdisciplinary, technological) and to use scientific approaches which reflect the methodological basis for achieving the research goal and the intermediate goals.

The analysis of the scientific and pedagogical literature, during which the essence of the concepts of «media literacy» and «media competence» is revealed through different views of scientists is performed in the article. We understand media competence as a set of knowledge, skills, abilities that contribute to the search, selection, interpretation, use, evaluation, critical analysis, creation and transmission of media information. The media competence of future doctors we consider as their competence in the application of media technologies in their professional activities. Media competence includes competence of information, competence of communication, informational and communicative competences. Media competence is formed through media literacy, which, in turn, is achieved in the process of media education. It helps individuals to think critically, which helps to form a certain understanding and make competent decisions in response to media information. We define media literacy as a process of personal development through the media and in order to form media culture, develop communicative and creative abilities, critical thinking, skills of finding, interpreting, evaluating and analyzing media information with the help of media technologies. That is, a media literate person is able to control the media and navigate in the media environment, to find the necessary information, can control erroneous messages.

The article analyses the impact of globalization and technological development of society on research, education, organization and technology of the educational process. Pedagogical priorities of digitalization of education such as combining the efforts of scientists and practical specialists for a comprehensive analysis and interdisciplinary solution of modern problems of digital educational space and pedagogical principles of education digitalization have been identified. The article formulates the conceptual provisions of digital pedagogy and specification of the content of basic pedagogical concepts of digital education, development of digital didactics, revision of forms, methods, means and technologies of teaching, students’ training and development in the digital space. The features and directions of education of children and youth in the digital space have been identified; new forms and methods of organizing the educational impact on children and youth in the digital environment have been revealed; the risks of digitalization of education and ways to overcome them have been outlined. The article shows that the mission of modern education is to provide society and every citizen with a proper transition to the digital age, focusing on other tools and different living environment and to prepare not only young but also middle-aged and older people for new types and kinds of work. An example of solving problems of digitalization of education, which requires joint efforts of scientists and practical specialists, is the creation and work of the Advisory Board on Digital Education and Pedagogy at the Department of General Pedagogy and Philosophy of Education of the NAES of Ukraine. Its functions are to examine current issues of digitalization of education in relation to interdisciplinarity: philosophical, theoretical and methodological, practical aspects of digital education and pedagogy; to ?onduct in-depth research of the benefits and threats of digitalization of educational and scientific activities and to make analytical conclusions and recommendations for the management of education.

The article formulates and identifies the problem of digitalization of teacher training in the Republic of Poland, Hungary and Ukraine, highlights research methods, reveals the methodological and theoretical basis of the study, identifies the source base of the study. A set of general scientific methods is used in the process of setting research issues: theoretical: analysis and synthesis in order to determine the main directions of research on the problem of digitalization of higher education; classification and generalization in order to highlight in the processes and phenomena of common features for the Republic of Poland, Hungary and Ukraine on the digital transformation of higher education; comparative analysis, identification and substantiation of trends in digitalization of higher education in the given countries; empirical: study of the legal framework for the digitalization of higher education in the Republic of Poland, Hungary and Ukraine; comparison on one basis, on several bases; description of factual information for the purpose of analytical interpretation and study of specific facts and phenomena. The leading idea of the research is determined, which is based on the position that the system of comparative analysis of the digitalization of teacher training in the Republic of Poland, Hungary and Ukraine requires a thorough monographic study of this problem in each country and substantiation of comparison criteria that determine the direction and content of research on the chosen problem in the Republic of Poland, Hungary and Ukraine.

The article analyzes the current trends in teaching foreign languages for professional purposes at universities, which have become especially widespread in recent years, when Ukraine made the final decision to move along the path of the European integration. The newest effective technologies for the formation of professional competence at classes of foreign language for professional purposes have been characterized; the importance of knowledge of a foreign language in the context of globalization and internationalization of economic relations was noted and the need for high-quality knowledge of a foreign language has been substantiated, which becomes not only a means of obtaining information from primary sources, but also, in the future, a means of establishing business ties with foreign partners. The role of new information technologies and resources in the process of teaching a foreign language, which are becoming increasingly popular, has been emphasized: video conferences, case studies, psychodrama, TED video talks, round tables, brainstorming, podcasting, debates, business games, trainings, etc. etc. Multimedia, interactivity and the use of Internet technologies, messengers, tools and platforms for video communication have been stated as the main approaches to teaching foreign languages for professional purposes at universities in modern conditions; the importance of online communication, which is becoming increasingly relevant in the context of the COVID-19 pandemic has been emphasized. The article describes the possibilities of using the Internet, software, special computer programs, electronic dictionaries, translators, test shells and other multimedia technologies at classes of foreign language for professional purposes in order to search for additional material, prepare educational assignments, check individual assignments, etc. The deductive principle has been characterized as a new strategy for studying foreign languages for professional purposes at higher education institutions, according to which didactic dynamics proceeds from the general to the partial, and, as a result, a student-centric approach is implemented. The systemic communication method has been outlined the basis for the development and development of a mobile communication activity at the professional level.

The article is devoted to the issue of organizing the future primary school teachers’ professional practice within the pedagogical specialty 013 «Primary education» the first (bachelor’s) level of higher education in the content of the optional block «Foreign Language». In the process of the work, the native and foreign special literature on the research problem was analyzed. The normative legal documents and reports on the issues of the primary school teacher training, in particular its practical professional component, in the leading European countries were taken into account. To achieve the goal, a set of scientific methods was used: theoretical ones – studying the state of the investigated problem, determining the essence of future primary school teachers’ professional practice; empirical methods: questionnaires, interviews; pedagogical observations. It was found that the main purpose of professional practice of future primary school teachers within the optional block «Foreign Language» is the formation of their practical methodological competence through the implementation of theoretical knowledge and skills in foreign language teaching methods at primary school, modern technologies and innovative teaching tools. When organizing this type of practice, it is necessary to take into account the following tasks for the development of future teachers’ skills: to use teaching methods, technologies and tools of foreign language teaching at primary school in accordance with the practical purpose of the lesson; to plan a foreign language lesson methodically correct; to select, analyze and effectively apply modern technologies and innovative means of teaching a foreign language in accordance with the practical purpose of the lesson; to develop lifelong learning skills; to develop the ability of future teachers to plan a foreign language lesson and to control the formation level of foreign language knowledge, skills and abilities of primary school pupils. It is proved that the result of effective organization of professional practice within the optional block «Foreign Language» is the formation of future teachers’ professional competencies: the ability to organize foreign language teaching at primary school with focus on modern methodological approaches and leading pedagogical experience; ability to communicate in a foreign language in an oral and writing forms within a certain foreign language topic; ability to use a foreign language in various situations of social, educational and professional communication.

The article provides an analysis of the formative aspects in the individual educational trajectory (IET) of a student in the Program Subject Area “Primary Education” in accordance with the conditions of distance learning. The reasons for the relevance of the study are identified; factors of IET influence on professional and personal development of the future primary school teacher; the advantages of IET in terms of distance learning for teacher training. During the study, it has been provided the interpretation of the concepts of «individual educational trajectory», «individual educational program», «individual educational route» from the standpoint of modern research. The chronology of the introduction of IET in the educational process of free education in Ukraine is presented, in accordance with the changes in the professional training of primary school teachers. The peculiarities of IET formation in the context of professional training of primary school teachers under distance learning are substantiated: the content factor, which is considered in accordance with the Concept of «The New Ukrainian School», «Professional Standards for Primary School Teachers», presented in educational and vocational training program; the position of systematic representation of the block of the selective educational component is formed and the possibilities of introduction of personalized educational programs on the basis of the praxiological approach (integration of formal, non-formal and informal education) are analyzed; procedural and methodological factor due to innovative forms, methods and aims of teaching in the context of informational educational Internet space; the main resource for educational platforms, blogs, social networks, forums, YouTube, etc. have been outlined; the factor of personalization of the educational environment is based on the methodology of the environmental approach and determines its design from the standpoint of management of pedagogical systems and psychological and pedagogical features of student identification as a participant in the educational process; coordinating and monitoring factor of educational activity is aimed at establishing pedagogical interaction in the system of teacher-tutor and student, the formation of his professional reflection on their own educational results; personal factor is aimed at diagnosing the readiness to learn by distance technology, readiness to choose educational content within their own educational needs, the organization of independent work, media literacy.

The article provides an analysis of the formative aspects in the individual educational trajectory (IET) of a student in the Program Subject Area “Primary Education” in accordance with the conditions of distance learning. The reasons for the relevance of the study are identified; factors of IET influence on professional and personal development of the future primary school teacher; the advantages of IET in terms of distance learning for teacher training. During the study, it has been provided the interpretation of the concepts of «individual educational trajectory», «individual educational program», «individual educational route» from the standpoint of modern research. The chronology of the introduction of IET in the educational process of free education in Ukraine is presented, in accordance with the changes in the professional training of primary school teachers. The peculiarities of IET formation in the context of professional training of primary school teachers under distance learning are substantiated: the content factor, which is considered in accordance with the Concept of «The New Ukrainian School», «Professional Standards for Primary School Teachers», presented in educational and vocational training program; the position of systematic representation of the block of the selective educational component is formed and the possibilities of introduction of personalized educational programs on the basis of the praxiological approach (integration of formal, non-formal and informal education) are analyzed; procedural and methodological factor due to innovative forms, methods and aims of teaching in the context of informational educational Internet space; the main resource for educational platforms, blogs, social networks, forums, YouTube, etc. have been outlined; the factor of personalization of the educational environment is based on the methodology of the environmental approach and determines its design from the standpoint of management of pedagogical systems and psychological and pedagogical features of student identification as a participant in the educational process; coordinating and monitoring factor of educational activity is aimed at establishing pedagogical interaction in the system of teacher-tutor and student, the formation of his professional reflection on their own educational results; personal factor is aimed at diagnosing the readiness to learn by distance technology, readiness to choose educational content within their own educational needs, the organization of independent work, media literacy.

The article deals with the issue of improving the preparation of pre-service teachers of choreographic course of study for the independent arrangement of their educational activities in the process of professional education. The author defines that the ability to self-organization is one of the key competencies of pre-service teachers, which is based on the skills of educational self-organization. With these skills, students gain the opportunity to effectively plan, diagnose, monitor, adjust and evaluate their learning and its effectiveness. The paper substantiates the essence of the concept of «skills of educational self-organization» and discloses its content, taking into account the specifics of special disciplines and the nature of educational (scientific-theoretical, methodological, creative-interpretive, pedagogical, ballet-master, artistic and performing) activities of pre-service teachers-choreographers. Focusing on the current trends in the increase in the number of academic hours planned for independent work, and the gradual transition in the training of specialists to distance and mixed forms of education, the article emphasizes the importance of developing and applying special pedagogical principles and conditions for organizing vocational education of students-choreographers based on educational self-organization and self-education. It has been determined that scientific principles underlie the study of pedagogical theories, processes and phenomena and guide the strategy of their development. In the context of the formation of the skills of educational self-organization of pre-service teacher of choreographic course of study, expedient pedagogical principles are determined: the principle of personal-semantic coordination, the principle of professional self-presentation, the principle of personalization of training. It is indicated that the developed special pedagogical conditions can create favorable circumstances in the educational process for achieving the set goal. Effective pedagogical conditions for the successful formation of the skills of educational self-organization of pre-service teacher of choreographic course of study are: activation of students’ motivation for independent activity, support for the initiative of self-education of future specialists, ensuring the development of the volitional sphere of students.

The article deals with the issue of improving the preparation of pre-service teachers of choreographic course of study for the independent arrangement of their educational activities in the process of professional education. The author defines that the ability to self-organization is one of the key competencies of pre-service teachers, which is based on the skills of educational self-organization. With these skills, students gain the opportunity to effectively plan, diagnose, monitor, adjust and evaluate their learning and its effectiveness. The paper substantiates the essence of the concept of «skills of educational self-organization» and discloses its content, taking into account the specifics of special disciplines and the nature of educational (scientific-theoretical, methodological, creative-interpretive, pedagogical, ballet-master, artistic and performing) activities of pre-service teachers-choreographers. Focusing on the current trends in the increase in the number of academic hours planned for independent work, and the gradual transition in the training of specialists to distance and mixed forms of education, the article emphasizes the importance of developing and applying special pedagogical principles and conditions for organizing vocational education of students-choreographers based on educational self-organization and self-education. It has been determined that scientific principles underlie the study of pedagogical theories, processes and phenomena and guide the strategy of their development. In the context of the formation of the skills of educational self-organization of pre-service teacher of choreographic course of study, expedient pedagogical principles are determined: the principle of personal-semantic coordination, the principle of professional self-presentation, the principle of personalization of training. It is indicated that the developed special pedagogical conditions can create favorable circumstances in the educational process for achieving the set goal. Effective pedagogical conditions for the successful formation of the skills of educational self-organization of pre-service teacher of choreographic course of study are: activation of students’ motivation for independent activity, support for the initiative of self-education of future specialists, ensuring the development of the volitional sphere of students.