The article reveals the experience of Canadian universities in the sphere of internationalization and its implementation into the academic process of the Ukrainian higher agrarian education. The authors of the article examined works of Canadian researchers concerning internationalization in higher education, the process of adaptation of international students to the foreign environment, in particular, those which describe the outcomes of students, belonging to non-European intellectual traditions. It was found out that the Canadian strategies in internationalization had resulted in increasing quality of education and scientific research by establishing links with international partners due to the active academic mobility, multicultural awareness and integration into the world scientific society. Analysing and resuming the materials, the questionnaires were compeled to identify the initial level of adaptation of international students to the Ukrainian agrarian university, focused on housing information, challenges, learning the English and Ukrainian languages, university authority support for international students, etc. Assuming findings of the study, pedagogical conditions, appropriate to successful adaptation of international students to the academic and cultural environment of the university were distinguished. The intercultural trainings programme was targeted to facilitate the process of international students’ adaptation to the new multicultural academic environment, as well as provide the necessary skills for intercultural communication.
The paper deals with the application of information and communication technologies amid internationalization process in higher agrarian education. The purpose of this research is to evaluate virtual internationalization initiatives in Sumy National Agrarian University (SNAU), Ukraine. Analysis and systematization of the latest scientific works on digitalization in higher education and virtual academic programs proved that they are essential to connect students and educators worldwide in order to improve instruction, to enhance intercultural awareness across borders, to develop target languages knowledge and transversal skills, necessary for young professionals to be competitive in the information-based society. The findings of the survey stated that SNAU is integrating a growing number of international projects requiring the use of digital tools. Data on the inputs, outputs and outcomes of virtual internationalization programs from both official documents and questioning participants, students and faculty was collected and measured. Actual benefits (developing intercultural competence, accessing to global knowledge, lowering economic and environmental costs, improving foreign languages) and potential risks (brain drain, cultural homogenization and less diversity of languages and teaching modes, imbalance of resources) of virtual academic projects were assessed as well. It has been concluded that SNAU engagement in virtual international programs has contributed to the intensification of academic mobility, ensuring international standards for the quality of educational services, gaining international experience in the field of agrarian business and research due to implementation of ICT.
The paper focuses on pedagogical and psychological facets of students’ knowledge formation impacted by the coronavirus pandemic situation worldwide. It was found out that the emergent transition to online education was mostly fruitfull for the development of new learning technologies, but at same time many students experienced frustration and uncertainty, studying independently; some lecturers were not ready to refuse from traditional frontal teaching methods. Theoretical analysis was applied to study classic and modern scientific works on the nature of the phenomenon of knowledge and its formation. Comparative analysis of the latest publications on this topic revealed that actual pedagogical approaches stated the importance of learners’ active participation in the interactions and interrelations within the system of the learning process and the relevance of the socio-cultural context of new knowledge presentation. Pedagogical observation and expert evaluation enabled authors’ exploring Generation Z students’ cognitive modes and psychological background, featured by practically oriented motivation, clip thinking, ability for multitasking, prevailing unvoluntary attention and weak memorization, preference for visual presentation of information. Theoretical synthesis and compilation implementation enabled working out practical recommendations for intensifying the process of knowledge formation of Generation Z students. The outcomes of the study were used to modernize an e-course “Methods of Teaching in Higher Education Institutions”, so that it met contemporary demands.
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