The purpose of the academic paper is to establish how effective the introduction of additional courses to advanced training courses is, informing foreign language teachers about world international educational programs in the lifelong professional development system; determining the impact on the knowledge quality of introducing a set of educational activities aimed at the formation of linguistic competence. Empirical, statistical and theoretical methods have been used in the research. In order to diagnose the awareness of teachers about the lifelong learning system and the effectiveness of improving linguistic competence after completing advanced training courses, the methods of questioning, observation, as well as the experimental method have been used. The result of the present research is substantiation that a comprehensive approach to lifelong learning programs contributes to the formation of linguistic competence; it should be permanent and be part of the program of training and retraining of English teachers.
The article surveys efficiency of dual degree programs that have English as one of their constituents. Modern research has proven these programs to be beneficial within such aspects as academic mobility, harmonization of European university degree systems, intensification of the European cooperation and integration processes, improving quality of profile education as well as language and cultural education. The present research methodology includes interviews with students and instructors, observation of classroom practices and surveys conducted within the period of February 2021 through January 2023. The main purpose of the research was to analyze tendencies in choice of major combinations for university dual degree programs, highlight the prerequisites and suggest ways for increasing efficiency of field-specific language education for students seeking dual degrees. The findings of the research illustrate that overall respondents’ needs and expectations have in focus professionally oriented language and translation training. Our theoretical contributions and practical implications present that the focus of language education must be shifted to personalized instruction that would promote language and translation training with maximum regard to professional needs within the area of the second specialism. We suggest implementation of competence-based, activity-based and task-specific approaches in teaching both languages and translation as they emphasize field-oriented interaction in the educational process and fit it in the context of authentic professional communication.
Extremely dynamic time shifts the paradigm of Ukrainian higher education concerning its conceptual approaches, theoretical and practical basis in call for highly-qualified graduates able to work in a multitasking mode. To remain competitive, our universities need to expand their programs and provide more training opportunities for students. Recent research shows that in professional endeavors succeed those students who, in addition to mastering their majors, are fluent in several foreign languages with English acquiring the dominant status. The new generation of students is quite different in their motivation and lifestyle, their attitude towards education and employment. A significant number of Ukrainian students are expanding their capabilities in synthesis of various sciences. Accordingly, higher education is focused on the students who choose those models of education that allow to acquire two professions at once. The type of higher education, such as dual degree program (also called double degree, or simultaneous degree program), has become increasingly popular. In this case, the students acquire wider range of knowledge, skills and abilities, which can be applied to careers, so they have much better chance of finding a good job. Currently, we have a sufficient number of students who are quite successful in studying for two different university degrees in parallel within one university (different combination of fields, such as English and International Law, Economics, Ukrainian Philology, Psychology, Data Science, or at different institutions, even abroad. It enables them to earn two different types of degrees (e.g., a BA in English and a Bachelor of Law) and thus to explore a bigger array of possible careers both in Ukraine and in the global labor market. Dual degree programs are also joint programs of Ukrainian and foreign universities, which allow students to study simultaneously in two institutions of different countries and simultaneously obtain two diplomas from Ukrainian and European universities. Ukrainian universities provide their students with the opportunity to gain experience studying at a foreign university and learn practical skills, that could be possibly applied to several occupations.
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